Fifty percent of elementary school science teachers completed fewer than six semesters of college science. This compares with 28 percent of middle school science teachers and only 1 percent of high school science teachers. A substantial proportion of teachers felt less than well prepared for most instructional tasks. Almost all mathematics teachers at all levels felt well prepared to present applications of mathematical concepts, but a large number of high school teachers did not feel well prepared to use manipulatives, cooperative groups, and computers, and to teach students from a variety of cultures and students with learning disabilities. Although the use of calculators in elementary education is recommended by the NCTM standards, only 55 percent of the elementary teachers felt prepared to incorporate calculators as an integral part of their classes.
Similar patterns exist for the science teachers.
One noteworthy exception is that, of the three grade ranges, the high school science teachers felt most comfortable with hands-on work, while elementary teachers felt the least prepared. This is the reverse of the pattern among mathematics teachers in the use of manipulatives. Significantly, only 40 percent of high school science teachers and 31 percent of the middle school science teachers felt well prepared to use computers as part of science instruction. If the recommendations of the reform proposals to use computers for teaching scientific research are realized, then, it is clear that great effort is needed to prepare science teachers for that instructional role. Qualifications, Experience, and Student Achievement Teacher education credentials and years of experience are widely used in determining salary and assignments.