Project INSTAR was developed by K-12 teachers, administrators, and university scientists, particularly geoscientists, who saw the need to address the knowledge gap between K-12 and university research. The goal of Project INSTAR is to stimulate the "joy of science" and science inquiry by providing meaningful and useful geoscience research experiences and technology training sessions to K-12 teachers. These activities will include instructional materials and equipment that can be readily integrated into classroom learning and teaching, and will offer teachers the opportunity to exercise leadership, teaching, and inquiry skills to help change the way they teach and ultimately the way their students learn and view science.

The objectives of Project INSTAR

• Scientific Knowledge: To expand scientific knowledge in the geosciences (environmental science, geology, marine science, oceanography, and atmospheric science) as well as knowledge of ecologically sensitive environments, and the scientific inquiry process. This increased knowledge will strengthen teachers' awareness and appreciation of the fragile South Florida environments to promote the design and implementation of research‑based learning activities.
• Scientific and Technological Skills: To provide scientific and technological knowledge that will enhance and refine inquiry and investigation skills, use of field methods and equipment, technological equipment and resources, scientific literature and media, laboratory techniques, and analytical and computer software capabilities.
• Instructional Materials: To provide teachers with exemplary, cutting‑edge geoscience instructional materials. equipment, and technological tools that can be integrated into their classroom learning and teaching.
• Network Development: To develop long‑term partnerships between K‑12 teachers and students, university scientists, local government agencies, businesses, industries, and the community in an effort to keep K‑12 education abreast of science and technology advances and promote geoscience education reform.
• Roles and Contexts of Research: Expand understanding of the need for and the role of research and scientific enterprise, role of research in agency policy and decision making.
• Pedagogical Skills: Expand understanding of the role of scientific research in the scope and sequence of school science curriculum, and promote instructional leadership by teaching, modeling, and supporting capable teachers to develop and/or continue research activities back in their home schools.
• Follow‑Up: To develop a comprehensive follow‑up component that will provide resources and information in the science, mathematics and technology fields to promote readiness for post‑secondary education and enhance employment opportunities for teachers and students.