Too often science education fails to engage student interests and is separate from
their everyday experiences. Curriculum and education reform efforts suggest that
when students “do science” they gain knowledge and skills that are transferrable to
future problems and that help prepare them to approach college and career with
the tools to succeed (Diaz & King, 2007). Research tells us that students learn best
when encouraged to construct their own knowledge of the world around them
(Satchwell & Loepp, 2002). It is through integrated STEM projects that this type of
learning can occur.