Agustian, H. J., & Seery, M. K. (2017). Reasserting the role of pre-laboratory activities in chemistry education: A proposed framework for their design. Chemistry Education Research and Practice, 18, 518–532.
This review article summarizes over 60 reports and research articles on pre-laboratory activities in higher education chemistry. The authors are professors at the School of Chemistry, University of Edinburgh, UK. A framework for designing pre-laboratory activities is proposed that aligns with the principles of cognitive load theory, specifically supporting a complex learning task by scaffolding and providing information in advance. Of particular relevance is the nature of information provided in advance (supportive) and that provided just in time (procedural). Guidelines are proposed for those wishing to incorporate pre-laboratory activities into their laboratory curriculum, for example, embed activities in the overall laboratory learning experience, focus attention on the whole task drawing attention to the overall strategy and approaches, focus on supportive information, and address the affective domain (improve confidence and motivation through student-generated resources and conversation).