Abstract
Purpose: The purpose of this study is to analyze cases of curriculum connection and integration according to the conceptual approach practiced by IB schools, and to discuss the educational possibilities and challenges of such an approach. Method: In order to analyze the characteristics of curriculum connection and integration according to a conceptual approach, unit design plans and class observations of IB PYP schools were analyzed. Results: IB schools clearly recognize that forming students’ conceptual understanding is the most important goal of teaching and learning, and design and implement inductive learning experiences and transition steps toward conceptual understanding through student-led inquiry. Discussion: It is necessary to present cross-curricular key concepts in the national curriculum, prepare differentiated strategies according to the characteristics of elementary and secondary schools, and strengthen teacher capacity.
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