This study investigated the science competencies that scientists and students perceived as important and their science-related experiences and analyzed them comprehensively using activity system framework in order to explore which competencies need to be emphasized more and what experiences and environments should be provided in school science education. To accomplish this, we collected data from scientists and students from a variety of backgrounds through a descriptive questionnaire and used it in our analysis. We found significant insights arising from differences in the purposes and contexts in which they do science, although we also found similarities in the competencies that scientists and students perceived as important and the experiences that influenced their perceptions of science. These findings offer implications for the need to increase the frequency of science-related activities and to enhance the quality of inquiry based learning. Specifically, it is necessary to include the communication and collaboration skills that scientists value, and to incorporate the trial-and-error processes they experiences. In addition, it is also essential to develop valid assessment tools for evaluating students' inquiry skills.