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Information literacy is increasingly acknowledged as a contextual and social practice in teaching and research and can be beneficial to further our understanding of laboratory learning. However, there is a need for in-depth insight into the lived information practice in chemistry to develop contextualized information literacy instruction. This work explores the negotiation of information between beginners and experienced members of the chemistry community in a problem-based beginner laboratory. To this end, we conducted a qualitative study following the documentary method by audio-recording the students' first lab session on-site. The reconstruction of the students' information practice shows how beginners learn about group-specific knowledge through participation. The results highlight the importance of corporeal information to give meaning to textual and social information in the chemistry laboratory. Exemplified by the concept of acidification, our findings show how social and textual information alone is insufficient for beginner students' understanding of tacit information. Physical experience and social guidance are necessary to develop shared conceptions between people in the chemistry laboratory practice. Beginner laboratory instruction could benefit from this work's results by teaching beginners about the corporeal, social, and textual information modalities and showing how they connect in practice. [ABSTRACT FROM AUTHOR]

The SuFiS project (studying and researching in the school laboratory) enables the integration of theory and practice in the training of teaching students as part of a teaching‐learning arrangement. This project offers students direct exchange with teachers and close cooperation with their student groups. During the first part students develop teaching materials with the support of the supervisors. In the second part the students present and explain their material to teachers in the setting of a teacher training with the possibility to discuss and reflect the practical aspects of their material with the participants. The third part takes place in the school laboratory, where they test the student material with student classes. This gives them a broad insight into their later professional lives. The SuFiS project offers students first‐hand experience in planning, carrying out and reflecting on learning situations with school classes. It combines didactic theory, its translation into practice, the observation of learning situations and the reflection on learning processes. Since theory and practice are equally present in this course, prospective teachers are better prepared for school practice and the second training phase of the teacher training. [ABSTRACT FROM AUTHOR]