Science teaching and learning activities at this time are still teacher-centered in general, with students just being passive learner. To prepare science education that can lead to science and technology advancement, students shall be able to learn independently through readily available information so the teacher just simply guides them. Inquiry is the process of acquiring knowledge through the stages of observation, investigation, comparison and inference about an object or phenomenon. Inquiry-based learning is a type of learning that implements these processes in the classroom or laboratory. The series of processes of inquiry are similar to or consistent with the steps in a scientific method so that inquiry-based science learning is essentially guiding the student to become scientist from the beginning. This method is proved successful in improving students understanding and interest in learning science.

In line with the vision and mission of the Centre, SEAMEO QITEP in Science finds it necessary to emphasize the development of science learning through inquiry approach. It is hoped that teachers would have more alternative models on teaching science and able to implement and develop themselves so that their students can improve their science literacy and science process skills.
On December 3-14th, 2011, SEAMEO QITEP in Science was invited by Science by Doing Centre, Australian Academy of Science (AAS) to send three of its staffs to participate a program themed “Linking SEAMEO Regional Centre For QITEP in Science with Science Education Expert in Australia " and hosted by Ms. Amelia Druhan, Director of the National Science By Doing Junior and Secondary School Science Initiative. The purpose was to become familiar with the various programs and activities of AAS associated with the development of science education as well as have an opportunity to meet with other organizations and professionals involved in science education improvement in Australia such as QUESTACON, CSIRO, Queensland Regional Science Manager, and others.
From the observation and discussion with the key-person on the above organizations and professionals, the following important features of science education were noted:
1. High awareness of various parties that science play an important role and provides major contribution in improving     the quality of life
2. A harmonious and consistent cooperation between education development organizations and industries in the     implementation of science education development program for elementary and secondary level teacher and student.
3. Interactive and innovative forms of programs in increasing the attractiveness of science especially for students and     teachers. Those programs include interactive forum between scientist, teacher, and students; teleconference-based     science classroom; and outreach programs for schools in the remote areas.
4. Training and ongoing mentoring activities for selected science teacher to serve as instructor and program developer.

Inspired by the above observation and discussion results, the Centre have came up with these follow up ideas:
a. To develop learning materials based on inquiry approach begin with curriculum analysis.
b. To develop teacher Training Need Assessment as a basis for the Centre’s training programs
c. To conduct coaching for training alumnae in ensuring the implementation of the training at their respective schools.
d. To link Indonesian scientists to teachers and also students in the form of collaboration activities or video interviews     with the scientist.
e. To maintain the communication between the Centre and the alumnae via internet media (such as the science by     email developed by CSIRO) that will also extend the link to non-alumnae teachers and students.
f.  To provide "award" for teachers who excel in the development of science education programs in schools.
g. To involve selected teachers to help the Centre in developing up-to-date and relevant programs based on the teacher     needs.