Many schools are unable to offer a full range of practical lessons after blowing a large part of the science budget on photocopying and worksheets instead of vital equipment, it emerged.
Research found that primary schools had access to less than half the materials needed to allow children to carry out experiments.
Secondary teachers lacked around a third of necessary resources, including microscopes, eye protection, connecting leads for circuits and essential support from qualified technicians.
The study – based on two surveys of almost 1,000 schools in total – was carried out by the Science Community Representing Education (SCORE), a coalition of organisations including the Royal Society, Institute of Physics and the Royal Society of Chemistry.
It found that the amount of money spent on practical science “varies greatly” from school to school.
In state secondary schools, reported budgets in 2011/12 varied from 75p per pupil up to £31.25, while in primary education numbers ranged from 4p to £19.
Prof Julia Buckingham, SCORE chairwoman, said: “Taking part in practical work is an integral and essential part of learning the sciences, but our findings indicate that teachers do not feel equipped to give their students the full learning experience that they should be able to.
“Practical work is being limited by missing equipment and a lack of access to appropriate facilities such as laboratories and outside space.”
The study found:
• In state-funded secondary schools, an average of 28 per cent of the practical science budget was spent on photocopying;
• Almost 70 per cent of secondary schools reported that staff paid for items required for core practical activities out of their own pockets;
• More than a third of primary teachers contributed to normal curricular spending from their own money.
A Department for Education spokesman said: "SCORE is right that practical work is essential for high-quality science teaching. The best schools teach science as a practical as well as a theoretical subject.
"It is of course down to schools to decide how best to manage their budgets so that pupils get the best possible education – but we are clear of the importance of science as a subject vital for our future prosperity.
"That is why it is a compulsory subject in schools and we are raising its importance. Practical work is prioritised in our new curriculum.
"Our generous bursaries and scholarships are also attracting the brightest graduates into science teaching."