Action Research on Unit Design in Concept-Based Competency Formation Class

Objectives The purpose of this study is to examine the background of the 2022 revised curriculum from the perspective of learner competency formation and explore the direction of application to elementary school classroom classes through unit design and implementation of concept-based competency formation classes. Methods To this end, an advisory group and a working group were organized and concept-based competency formation classes were implemented over a period of six months. In particular, the framework of action research was established in the stages of ‘understanding-exploration-coaching-implementation-reflection’ to clarify, structure, concrete, and elaborate concept-based competency formation classes. In addition, through a purposeful sampling method, concept-based competency formation classes were divided into individual classroom classes and collaborative classroom classes in the context of teaching and learning, and implications were derived from the design and application of class units. Results As a result of the analysis, it was found that concept-based competency formation classes aim for ‘deep learning’ that connects knowledge and information obtained through inquiry learning to form core concepts and transfer them to various situations and contexts. In particular, the unit design and application of the individual classroom teaching model (understanding the problem, establishing a solution plan, implementing the solution plan, reviewing the solution process) and the collaborative classroom teaching model (discovering the central problem, generating ideas, interactive interaction, and real-life application) We were seeking to build learners' capabilities through ‘deep learning’. In addition, according to individual classroom classes and collaborative classroom classes, the inquiry elements were set as questions and exploration, composition and explanation, understanding and action, and organization and reflection, and a synergy strategy for concept-based competency formation classes was presented. Using this synergy strategy, we designed classes for individual classroom classes and collaborative classroom classes and reflected expert opinions to organize considerations in terms of unit design for concept-based competency formation classes. Conclusions Concept-based competency formation classes reflect the characteristics and learning environment of individual classroom classes and collaborative classroom classes, and it was found that “in-depth learning” is effective when unit design is developed into subject identification, subject exploration, task execution, and task evaluation.