Reasserting the role of pre-laboratory activities in chemistry education: a proposed framework for their design

Abstract

In this article we summarise over 60 reports and research articles on pre-laboratory activities in higher education chemistry. In the first section of the review, we categorise these activities as follows. First are those intending to introduce chemical concepts, that typically take the form of a pre-laboratory lecture, pre-laboratory quizzes, and pre-laboratory discussion. Second are those intending to introduce laboratory techniques, that typically take the form of interactive simulations, technique videos, mental preparation, and safety information. Finally, a small number of activities intended to prepare students for affective aspects of laboratory work, in the form of enabling confidence and generating motivation are described. In the second section of the review, we consider a framework for design of pre-laboratory activities that aligns with the principles of cognitive load theory. We propose how the two tenets of such a framework – supporting learners in complex scenarios and provision of information necessary to complete tasks – can be considered for the case of preparing for laboratory learning. Of particular relevance is the nature of information provided in advance and that provided just in time, characterised as supportive and procedural information respectively. Finally, in the concluding section, we draw together the principles outlined in the framework and findings from reports of pre-laboratory work in chemistry to propose five guidelines for those wishing to incorporate pre-laboratory activities into their laboratory curriculum; an activity we argue has a significant literature basis for us to encourage.

A Framework for Learning in the Chemistry Laboratory

“…They argue that supportive information be provided in advance of the learning situation so that learners can draw on this knowledge in understanding the work being conducted and the rationale for particular approaches/instrumentation, and procedural information be provided as necessary in the learning situation, so that it is available particular procedural steps are being carried out. We have elaborated in much more detail previously about considering the laboratory as a complex learning environment, and describe some of the implications for this below. We proceed now to describe key considerations of learning in the laboratory and their alignment with this framework.…”

“…We have previously described in a large‐scale review the reports of pre‐laboratory activities, which tended to fall into the types of categories shown in Figure . Firstly, they have been used to introduce chemical concepts, using approaches such as pre‐laboratory lectures, pre‐laboratory quizzes, and pre‐laboratory discussion.…”

“… The overarching purpose of laboratory learning is to teach learners how to ‘do’ science Preparing students for learning in the laboratory is beneficial Explicit consideration needs to be given to teaching experimental techniques …”

Using custom interactive video prelab activities in a large introductory lab course

“…As a result, prelab assignments often need to be specially designed for a particular course. The impact and design of such custom prelabs have been studied extensively in the chemistry education community [11][12][13].…”

“…Recently, there was a large meta-analysis of research on prelab activities for chemistry labs [13]. Based on the metaanalysis, the authors argue there is significant benefit from well-designed activities, and they present five guidelines for developing prelab activities.…”