Conclusion

Elementary teachers are increasingly expected to teach higher levels of science content and to prepare their students for high stakes assessments. As a result, their own content knowledge and ability to teach science are brought into question with sometimes serious consequences to  schools. Teacher involvement in the CASES model revealed that a lack of science teaching in elementary school is not necessarily reflective of teachers’ desire to teach science. Elementary teachers can learn to teach science, and will get excited about it while at the same time an entire school can completely reform their science instruction in one year's time if given the appropriate training, support, and encouragement. 

— Lynda Hayes, Rose M. Pringle, Michelle Klosterman, & Katie Milton