Experts have suggested that integrative STEM education presents a more relevant approach for educators to expand and increase STEM learning for all students [10] and [12]. An integrative STEM program aims to offer a rigorous curriculum that deepens STEM learning over time through project- and inquiry-based learning, more instructional time that is devoted to STEM, more resources available to teach STEM, and teachers who are more prepared to teach in the STEM disciplines [9]. Through integrative STEM practices, concepts that are in the National Standards for science, technology, engineering, and mathematics are exercised in unison, allowing students to make connections across disciplines [4]. The potential value of integrative STEM education is a new concept through blending of curriculum designs that include an alignment of the Standards for Technological Literacy [4], Principles and Standards for School Mathematics [15], and Benchmarks for Science Literacy [4] and [16]. Current literature suggests that more research and resources are necessary to fully establish the right platform for best practices that will lead to successful educational outcomes [9] and [10]. Therefore, integrative STEM education and instructional practices are being explored and have provided opportunities for making STEM learning more concrete and relevant to students [9].
Integrative STEM education programs and K–12 curriculum resources are becoming available through joint efforts of professional organizations within STEM disciplines, departments of education, and commercial educational enterprises [9]. This is consistent with an increasing number of integrative STEM curricula that states and school systems are adopting