At Woz ED, we are committed to providing hands-on STEM and science programs grounded in evidence-based research.  We don’t belive STEM works, the data proves it.

Leading studies consistently show that hands-on, integrated STEM education:

• Increase Math and Science Achievement

• Strengthens Critical Thinking and Problem Solving 

• Increases STEM Career Interest and Awareness

• Supports Equity for Underrepresented Students

• Builds Essential Workforce Skills for the Future. 

Research isn’t just a checkbox for us, it’s the foundation of how we design, deliver, and refine every Woz ED STEM experience to ensure your students are ready for their futures.

Want to learn more about the research backing hands-on STEM? [Click here to explore our Research Insights ➔]

1. Hands-On STEM & Science Increases Achievement

Satchwell & Loepp (2002) – Integrating Science, Mathematics, and Technology in Middle School

Found that students in integrated, hands-on STEM programs scored significantly higher on standardized science and math assessments compared to peers in traditional programs.[ERIC]

Beers (2011) – 21st Century Skills: Preparing Students for THEIR Future

Emphasizes that hands-on, project-based STEM activities develop critical thinking and problem-solving skills, directly improving science achievement and STEM pathway interest.

 [Education Partnerships, Inc.](https://files.eric.ed.gov/fulltext/ED519337.pdf)

2. Hands-On STEM Increases Interest & Career Awareness

Tai et al. (2006) – Planning Early for Careers in Science

Students expressing STEM career interest in 8th grade were significantly more likely to complete STEM degrees. Early, hands-on exposure influences these interests.

[Science Magazine](https://www.science.org/doi/10.1126/science.1116200)

LaForce et al. (2017) – The Effects of Project-Based Learning on STEM Students

Found that hands-on, real-world STEM projects increased student interest in STEM careers and STEM identity, especially for underrepresented students.

[International Journal of STEM Education](https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-017-0060-x)

3. Hands-On Science Boosts Engagement & Retention

Freeman et al. (2014) – Active Learning Increases Student Performance in STEM

A meta-analysis of 225 studies showing active, hands-on STEM learning increases student performance on exams and reduces failure rates compared to lecture-based instruction.

[PNAS](https://www.pnas.org/doi/10.1073/pnas.1319030111)

National Research Council (2000) – Inquiry and the National Science Education Standards

Demonstrates that hands-on, inquiry-based science leads to deeper understanding, skill development, and retention of science concepts in K–12 settings. 

[NASEM](https://www.nap.edu/catalog/9596/inquiry-and-the-national-science-education-standards-a-guide-for)

4. Hands-On STEM Supports Equity & Workforce Readiness

Kannapel et al. (2015) – Evaluation of Project Lead The Way (PLTW)

Found that students in hands-on PLTW engineering courses demonstrated higher STEM course enrollment, interest in STEM careers, and higher math and science scores.

[ERIC](https://eric.ed.gov/?id=ED564251)

Honey, Pearson, & Schweingruber (2014) – STEM Integration in K–12 Education

Highlights that integrated, hands-on STEM experiences connect learning to real-world careers, increasing relevance and motivation for diverse learners.

[NASEM](https://www.nap.edu/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an-agenda)

5. Early STEM Exposure Drives Long-Term Impact

Bagiati & Evangelou (2015) – Engineering Curricula in Early Education

Hands-on engineering and STEM activities in early grades increase problem-solving and spatial skills, linked to later STEM success.

[European Early Childhood Education Research Journal](https://www.tandfonline.com/doi/full/10.1080/1350293X.2015.1062660)

Roberts et al. (2018) – Elementary STEM Integration Improves Student Outcomes*

Found that early, hands-on STEM learning boosts science and math performance while improving attitudes toward STEM.

[Journal of STEM Education](https://www.jstem.org/jstem/index.php/JSTEM/article/view/2338)