Practical work is an essential feature of secondary science education. However, questions have been raised by some science educators about its effectiveness as a teaching and learning strategy. Whilst such an approach is generally effective in getting pupils to do things with objects and materials, it is seen as relatively ineffective in developing their conceptual understanding of the associated scientific ideas and concepts. Ian Abrahams argues that this is because it is practiced as a 'hands-on' rather than 'minds-on' activity.<BR><BR>Abrahams draws together theory and practice on effective teaching and learning in practical work in science û covering biology, chemistry and physics. He provides clear guidance to ensure that students are encouraged and supported to be 'minds-on' as well as a 'hands-on' so that they can make the most of this learning experience.