Teaching with laboratory activities in school science, which are distinctive characteristic, is placed from other disciplines fur teaming almost 200 hundred years ago. A number of science educators have suggested that there are rich benefits in teaming from using laboratory activities. At these time, however, some educators have begun to seriously question the effectiveness and the role of laboratory activities. There are some causes related to obscure and vague aims of laboratory activities. The purposes of this paper is to review aims of laboratory activities presented in the literatures through historical overview, and to obtain implication for school science. There are various aims of laboratory activities by a number of researchers. Overall synthesizing, there are ffur domains of aims of science teaching through laboratory activities, (a) science knowledge has two sub-domains; scientific content knowledge and procedural knowledge, (b) nature of science, (c) science attitude has two sub-domain; scientific attitude and attitude toward science, and (d) ability of scientific inquiry has two sub-domain; manipulative skills and scientific thinking. But, it is necessary to continue the following study in order to obtain the aims of laboratory activities agreed by expert community, and setting up of lists of aims of laboratory activities for students to achieve hierarchies of school science curriculums.