Purpose: In recent years, besides the subject acquisitions that students need to learn in science education, their skills are also measured. These skills are also included in curricula and measurement and evaluation activities in science education. In our country, skill-based questions are included in the high school entrance exam. In assessment studies that reveal international student achievement and skills, skills are measured as well as knowledge. The aim of this study is to create a theoretical and conceptual framework for the science lesson skill-based questions within the framework of the skills specified in the science lesson curriculum and the cognitive skills for the science lesson revealed in the literature. Design & Methodology: Concept analysis method was used as an academic research method in the research. With the concept analysis method, the features and functions of skill-based questions were examined in depth and their relations with other concepts were clarified. Findings/Results: In creating the theoretical and conceptual framework for skill-based questions was carried out by examining the researches and reports in the literature, science program and the skills, skills for the questions in the high school entrance exams, 21st century skills, skills measured in TIMSS and PISA exams and skill levels in Bloom's taxonomy. The conceptual framework created is presented as a concept network. In this study, skill-based questions are defined as "questions prepared in the context of daily life, which are appropriate for the subject and acquisitions, take into account cognitive thinking skills, and are mostly at a high level taxonomic level". Implications & Suggestions: Researchers and teachers who want to examine the skills measured in skill-based questions and write questions can benefit from the theoretical and conceptual framework created in the study.