Den presenterade studien framställer ett sätt att definiera praktiskt arbete, vidare, undersöks och beskrivs inlärningsmetoderna hands-on science och experiential learning, samt presenteras vilka kopplingar dessa begrepp kan ha med praktisktarbete. Arbetet redogör även för hur man kan använda sig av inlärningsmetoderna med syftet av att skapa en undervisning där elever får chansen att använda sinnen, fysiska modeller, naturen och konkreta objekt, allt för att uppleva naturvetenskap på förstahand. Nack och fördelar med metoderna introduceras och sammanfattas. Studiens informationssökning har genomförts med hjälp av olika sökmotorer och dess källor har samlats från olika databaser. Studien använder sig av vetenskapligaartiklar som är peer reviewed, eller med andra ord är de vetenskapligt granskade. Resultatet av denna studie beskriver inte bara definitionerna av hands-on science och experiential learning, utan här tas även upp hur laboration och utomhuspedagogik kan spegla dessa inlärningsmetoder i undervisningen. I slutsatsen beskrivs kopplingarna som de valda begreppen har med praktiskt arbete samt en sammanfattning av vilka för och nackdelar det kan finnas med dessa typer av kunskapsförmedling.

Black and Wiliam (1998b) pointed out, "Learning is driven by what teachers and pupils do in the classroom" (p. 139). Their analogy of the classroom as a "black box" created the impetus for this study. The study was designed to peer inside this black box in an effort to identify and examine how third-, fourth-, and fifth-grade school teachers use assessment during hands-on science classroom instruction. The overarching question as it relates to the hands-on classroom assessment is: What are the connections among teachers' assessment methods, feedback to students, and students' responses to the feedback? This study was not an evaluation of the effects or outcomes attributed to the use of classroom assessments. Instead, the researcher sought to identify and describe classroom assessment practices, teacher to student feedback, and the interplay among teachers and their students in the context of hands-on science instruction. Classroom observations, semistructured teachers' interviews, and document analysis were used to identify and describe the methods of assessment used by teachers in hands-on science classrooms. A descriptive report of five themes derived from classroom observations. The interviews provided insight into local teachers' opinions and their use of hands-on science instruction and assessment. An interpretive synthesis of the overall findings from the study determined that the role of assessment in science education continues to be an evaluative instrument for the teachers rather than a tool for learning. The participant teachers reported that assessmentÆs fundamental purpose was to document student performance. Evidence suggests that professional development will be essential for teachers to understand and use formative assessment in their classrooms. Equally important, if assessment is to be used to help students achieve, then teachers must help students use the information from the assessments to alter and advance learning.