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The purpose of this project was to find and make clarifications about the uniqueness and similarities on various aspects of science education programs in Japan, the Republic of Korea, the United States, and the Philippines that could provide the basic considerations on curriculum development. Included are: (1) an introduction to the research; (2) a description of research instruments which measure reasoning skills, process skills, basic science achievement, laboratory skills, out-of-school science experiences, motivation towards sicence processes and love for nature, and science attitude; (3) a comparison of scientific thinking skills in the four countries' secondary school students; (4) descriptions of scientific thinking skills in Japanese elementary school students; (5) the effects of a laboratory-centered inquiry program in American sixth- and seventh-grade students; (6) implications; and (7) a summary. Additional baseline data and some of the test instruments are provided in the appendices; extensive references and more than 80 tables/figures are provided. (YP)