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Abstract
Assessments were made of the science process skills and of the Piagetian development level of about 90 secondary school students in Tears 7, 8 and 9. The reliability, stability and validity of the measures were investigated. Only a simple two‐level hierarchy (basic and integrated) of process skills was found, with no evidence to support a theoretical multilevel model. Considerable overlap, perhaps even an identity, was found between science process skills and Piagetian development level.
