Research in science education demonstrates the importance and effectiveness of the hands-on approach in student learning. Activity- oriented instruction offers multi-modal opportunities for learning science. However, there is very little research on the sensory nature of hands-on science learning. How do science educators describe lab activities in terms of visual, kinesthetic, auditory, and motor characteristics? This paper describes a study investigating (n=10) inservice teachers' perceptions of hands-on science, the purpose of the activities, and instructional materials they use. (Contains 19 references.) (Author/YDS)