Analysis of questions and tasks on educational software in the subject of Science Given that modern educational theory promotes creativity and innovation, the acquisition of various competencies in lifelong perspective, the use of modern technology in teaching and in particular connecting formal education and informal learning, the main objective of this study was to analyze the educational software intended for the study of Science in the third and fourth grade and to determine whether the use of such software in the teaching process, or during students' free time can contribute to a better and more systematic understanding and learning of content in the subject of Science. Four educational software intended for teaching the subject of Science in the mentioned classes were analysed while for the qualitative analysis of implementation issues and tasks, Revised Bloom's Taxonomy was used to determine the level and type of cognitive operations which are required from students on particular questions and tasks. Contrary to expectations and the numerous possibilities that educational software can offer, this study determined exceptional representation of converging questions and tasks based on recall and understanding, which does not take advantage of opportunities to encourage problem and research learning and creativity, divergent and critical thinking that could definitely be encouraged through different structure of questions and tasks in these sofware.