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.

中文翻译：

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重申实验前活动在化学教育中的作用：拟议的设计框架

在本文中，我们总结了60余篇有关高等教育化学实验室前活动的报告和研究文章。在审查的第一部分中，我们将这些活动分类如下。首先是那些打算介绍化学概念的人，通常采取实验前讲义，实验前测验和实验前讨论的形式。其次是那些打算引入实验室技术的技术，通常采用交互式模拟，技术视频，心理准备和安全信息的形式。最后，描述了旨在使学生为实验室工作的情感方面做准备的少量活动，其形式为增强信心和产生动力。在评论的第二部分，我们考虑一个与认知负荷理论的原理相吻合的实验室前活动设计框架。我们建议如何为准备实验室学习的情况考虑这样一个框架的两个原则，即在复杂场景中为学习者提供支持以及提供完成任务所必需的信息。特别相关的是预先提供和及时提供的信息的性质，分别被描述为支持性信息和程序性信息。最后，在最后一节中，我们将框架中概述的原则和化学实验室前工作报告中的发现汇总在一起，为希望将实验室前活动纳入其实验室课程的人们提出五项准则；