Abstract
The science curricula in East Asian countries have undergone rapid changes over the last 20 years. They have focused on enabling citizens to make reasoned decisions, when faced with issues in modern society related to science and technology. In the past, the curriculum has emphasized science content knowledge and process skills, to enable students to experience what scientists are doing in their laboratory and research areas. Moreover, in the past several decades, STEM has been emphasized in East Asian countries. This is not a new emphasis in East Asian countries. For example, in the primary school level, math and science have been the main focus subjects in Korea, Japan, Hong Kong, and Singapore. These countries were always placed at the top rank in TIMSS tests in math and science and have emphasized technology relating to IT and the importance of engineering. However, it is time for us to rethink the disconnected practical approaches related to science, math, engineering, and technology. In this book chapter, we will discuss an overview of science curriculum changes in East Asia and the modern background of STEM and STEAM education, while providing examples of STEM/STEAM practices and assessments in East Asian countries in order to examine current curricula and plan the new science curriculum development.
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