Rewriting the lab book

There has been a move towards student-centred, inquiry-based approaches to chemistry practical work in recent years. However, for some academics the lack of time and confidence to innovate has slowed progress. In this article, Andrea Van Duzor at Chicago State University, US, describes a road test of one straightforward solution. She tests the use of a laboratory notebook and a writing-to-learn method which elicits self-explanations of procedures and outcomes from students.

David Read summarises and reviews the article.