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A Study on the Learner-Centered Convergence Education through Analysis of IB Core Curriculum Design Principles

  • Global Creative Leader: Education & Learning
  • Abbr : GCL
  • 2022, 12(4), pp.149-175
  • DOI : 10.34226/gcl.2022.12.4.149
  • Publisher : Research Institute for Gifted & Talented Education, Soongsil University
  • Research Area : Social Science > Education
  • Received : November 15, 2022
  • Accepted : December 13, 2022
  • Published : December 30, 2022

SONG SEULGI 1 Bitna Kim 1 Cho hyunyoung 1

1인하대학교

Accredited

ABSTRACT

The purpose of this study was to rethink the direction of convergence education and to explore concrete class design plans. As society became more complex and diverse, the demand for convergence competency has increased. However, the conceptual and methodological discussions of convergence education are not yet sufficient; convergence education has operated at the level of contents across subjects. In this study: the concept of convergence in education is examined in terms of students’ experience and emphasized transdisciplinary perspective. This study, looked into IB’s core curriculum as an example of such convergence education and principle of IB’s core curriculum. First, IB gives broad constitutive rights to students from subject to contents. Second, IB adjusts the term of evaluation and gives feedback sessions in the process; to maintain and deepen students’ inquiries. Third, IB does a holistic evaluation and interconnect criteria; it tries to integrate knowledge-function-attitude and value. IB convergence education could be a transdisciplinary learning process like the integration of learners’ experiences. The results of this study; are expected to suggest a multi-layered meaning for convergence education and provide implications for concrete methods to design convergence learning.

Citation status

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