As one might expect, teachers who enjoyed science and felt they were good at it were more likely to spend time talking about science concepts with their young students. But the classrooms, generally, had few science materials, and those they had were low-quality. Classrooms had books, toy animals, measuring cups and magnifying classes. They were far less likely to have collections of natural materials such as seashells and feathers, or other types of materials like prisms, fossils, or pulleys, the study found.
