[[abstract]]This study explored the effects of students using V diagram in junior high school physical science laboratory to stimulate their science process skills, achievement, connecting related science concepts, laboratory activities and focusing on laboratory tasks. Quasi-experimental design was adapted. The experimental group was required to accomplish pre-laboratory homework in V diagrams; the control group A was required to complete conventional pre-laboratory homework; and the control group B did not do any pre-laboratory exercises. The major findings were as follows: (1) The three groups didn't find any significant differentiation of TIPS II , but constructing lists and diagrams (P<.05); (2)the experimental group performed better than the control groups in the achievement; (3) no significant difference was found in connecting related science concepts and laboratory activities among three groups. Teachers’ interviews and students’ questionnaire revealed that: (1) the use of V diagram could help students understand laboratory steps; (2) more than a half students wanted to use V diagram continually;(3) students believed that V diagram was a effective technique to help them understand laboratory activities.
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