| Sumario: | The article discusses the study on the effects of a process-oriented elementary school science program on the achievement of a test of Piaget's operative comprehension. It was participated by sixth and eighth grade pupils from six parochial elementary schools that are using the Science-A-Process Approach program in Erie County, New York. After thorough analysis and calculations, the result shows that eighth grade students in the process-oriented program attain higher scores on operative comprehension items than eighth grade students in a more traditional science program. Hence, it suggests that the design of school science texts incorporate Piaget's process of operative comprehension with the use of concrete referents.
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