Exploring the Practical Implementation of a Concept-Based Inquiry in Lower Elementary Grades: Action Research on Inquiry-Based Learning and Basic Academic Skills

The purpose of this study is to explore the practical implementation of a concept-based Inquiry designed to shift basic education for lower elementary students from a skills-centered approach to one grounded in inquiry and thinking. To this end, action research was conducted based on the 2022 Revised National Curriculum for Elementary Integrated Subjects in South Korea. Two curriculum units, Daily cycle and Coexisting Together, were developed and implemented in actual first-grade classrooms, reflecting the key ideas and achievement standards of the revised curriculum. Each lesson was structured around a cyclical flow consisting of concept identification, essential question formulation, resource exploration, concept connection, and generalization. Instructional strategies suitable for lower-grade learners—such as visual concept mapping, guided verbalization strategies, and student-driven questioning—were systematically applied. As a result, students actively structured their thinking by connecting key concepts (e.g., day, health, coexistence) with related sub-concepts, while simultaneously engaging in integrated literacy and inquiry functions, including speaking, listening, reading, writing, and research. Several challenges emerged during the process, such as the abstractness of concepts, the difficulty of verbal expression, and the complexities of lesson planning. However, these were partially addressed through the teachers’ mediation strategies, repeated questioning, and the use of visual tools. This study demonstrates that concept-based curricula can be meaningfully implemented in lower elementary settings and that such an approach enables the integrated development of critical thinking and foundational academic skills, moving beyond rote function-based instruction. The findings offer practical implications for curriculum reconstruction and inquiry-centered teaching in the early grades.