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In experimental physics, lab notebooks play an essential role in the researchprocess. For all of the ubiquity of lab notebooks, little formal attention hasbeen paid to addressing what is considered `best practice' for scientificdocumentation and how researchers come to learn these practices in experimentalphysics. Using interviews with practicing researchers, namely physics graduatestudents, we explore the different experiences researchers had in learning howto effectively use a notebook for scientific documentation. We find that veryfew of those interviewed thought that their undergraduate lab classessuccessfully taught them the benefit of maintaining a lab notebook. Mostdescribed training in lab notebook use as either ineffective or outrightmissing from their undergraduate lab course experience. Furthermore, a largemajority of those interviewed explained that they did not receive any formaltraining in maintaining a lab notebook during their graduate school experienceand received little to no feedback from their advisors on these records. Manyof the interviewees describe learning the purpose of, and how to maintain,these kinds of lab records only after having a period of trial and error,having already started doing research in their graduate program. Despite thecentral role of scientific documentation in the research enterprise, thesephysics graduate students did not gain skills in documentation through formalinstruction, but rather through informal hands-on practice.

Lab notebooks as scientific communication: investigating development from undergraduate courses to graduate research