Abstract
The purpose of this study is to explore what curriculum design methods are feasible for Korea's social studies, which has strong departmentalism, based on the characteristics of overseas elementary social studies curriculum using big ideas. To this end, the characteristics of curriculum in BC, Ontario, and Singapore using Big Ideas were analyzed and compared with Korea's social studies curriculum design method. As a result of the analysis, the overseas curriculum designed using big ideas developed its own integrated elementary social studies curriculum, unlike secondary curriculum where areas are divided. In addition, topics for each grade were presented without dividing social studies areas, and key concepts and big ideas for each grade were stated. On the other hand, Korea's curriculum was developed as a common curriculum system that integrated elementary and middle schools, making it difficult to reflect the characteristics of each school level. Therefore, in social studies, it was not possible to derive common topics by grade level by constructing a content system centered on various areas suitable for middle school where areas are divided, and key(big) ideas by area, not by grade, were stated. Considering this context, in order to effectively utilize big ideas in our country's social studies curriculum, separate approaches are needed for the elementary social studies curriculum aimed at 'integration' and the secondary social studies curriculum aimed at 'division'.
Published Version
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