In traditional Asian cultures, especially the Confucius tradition in East Asian countries, teachers were regarded as exemplary persons with knowledge, life experiences, wisdom, and compassion toward the world. Teachers were highly respected by the members of community; thus, their teaching and contributions to the community were influential and well accepted. Teacher-student relationship was built based on respect, trust, and care for each other. The traditional ways of knowing are based on the Confucian understanding of teaching and bringing up the younger generation to become good human beings with knowledge and wisdom (Hall and Ames 1987). Education was valued and teachers’ status was high. Even though most educational traditions and practices have changed in response to modern societal changes, education is still highly valued and emphasized in Asian cultures.

Asian countries were rapidly industrialized and globalized in the nineteenth and twentieth centuries, adapting and transforming modernized education models from Western societies such as school subjects, school systems, curriculum, etc., into their local situations. In many Asian countries, schools use the same national curriculum which is authorized by the government. In junior and senior high schools, science is taught by science teachers who specialized in science and science education (specifically biology, chemistry, physics, and earth science). Elementary science is taught mostly by teachers who specialized in elementary education, not specifically in science.

One of the current fundamental issues faced by teachers and students in Asian countries is the assessment system. In many countries, there are exam systems to evaluate students’ knowledge and skills for university entrance. Such assessments have resulted in content-based curriculum and teaching practice in public schools (Kim et al. 2013) and also caused the emergence of problematic private education involving private tutoring and cramming for exams.

Despite the high level of student achievement in international assessments in science (e.g., TIMMS, PISA), exam-focused education in Asian countries has caused concern about students’ creativity, inquiry skills, and attitudes toward science (Bybee and McCrae 2011). Recognizing this concern, many countries have started to recognize the importance of critical thinking, creativity, and problem-solving skills for the twenty-first-century learners and have attempted to innovate science curriculum and teaching practice with inquiry focus (Kim et al. 2013).

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