P re laboratory is an area of research which is still highly relevant to chemistry education practice. The literature in this area is mainly occupied with various tools and methods to assist students with the preparation for laboratory works. There is, however, a gap of knowledge in evidence based design of pre laboratory that incorporates both cognitive theory and Nature of Science (NOS). This pilot study aims to address the question of how such design can be grounded on students’ own laboratory experience and evaluation of the existing resources.