부산대학교 도서관

This study developed a concept-based international education curriculum for elementary schools. We collaborated with an elementary school in Taipei City to conduct a year-long collaborative action research-based study. Building upon the school's existing international education curriculum, this study transformed it into a concept-based curriculum to facilitate deep learning. Through participant observation, interview, and documentary analysis methodologies, this study analyzed the collaboration between members of the school's teaching community and the process of developing the concept-based international education curriculum. It also examined the challenges faced by teachers in the process of developing the concept-based curriculum and provided possible solutions. The findings revealed that the design of the concept-based curriculum facilitated teachers' conceptual thinking during the inquiry stage of curriculum development, enabling international education to move beyond the presentation of facts about various countries. The curriculum fostered conceptual thinking, allowing learning to take place in a global context through dialogue and inquiry. The study demonstrates how the collaborative process in action research can help schools transform their curriculum into a concept-based one.