preface

Chapter 1: The IB Approach to Conceptual Learning: How to Integrate Competencies into Curriculum, Instruction, and Assessment

1.
Conditions for Inquiry: Designing Concept-Based Instruction and Assessment
2.
Using Concepts in Instructional Design
3. How to approach concepts in IB
4.
Design conditions for concept learning

Chapter 2: Deep Learning for Concept Understanding

1.
Learning for Deep Understanding
2.
Situational learning and conceptual understanding
3.
Designing a Curriculum for Understanding
4.
Concept Exploration Learning

Chapter 3: Formative and Summative Assessment as Conceptual Exploration Processes

1.
Evaluation as an Exploratory Process
2.
Alignment of learning content and assessment
3.
Generating useful feedback and feedforward
4.
Formative and summative assessment as a process of conceptual exploration
5.
Using Learner Portfolios
6.
Evaluation as a tool for reflection
7.
Creating an inquiry-based learning environment that emphasizes the process

Chapter 4: Convergence Learning as a Conceptual Exploration Process: Focusing on IB Core Activities and the Core Curriculum

1.
Convergence Education and the IB Core Curriculum
2. Convergence Education Through the IB Core Curriculum
3. Characteristics of Integrated Teaching and Learning Design Revealed in the IB Framework
4.
Expansion of the external aspects of convergence education

Chapter 5: Designing Learner-Initiatives in Conceptual Learning Through the IB CAS Curriculum

1.
Expanding the discussion on learner-led initiatives
2. IB CAS Program
3. IB CAS design principles
4. Learner-led and conceptual learning in the IB CAS curriculum

Chapter 6: Understanding Concepts and Experiences in Exploration: TOK

1.
Understanding Concepts: The Difference Between Abstract Knowledge and Performative Thinking
2.
Conceptual Understanding as an Exploratory Experience: A Framework for Embodied Thinking in the Process
3.
Understanding Concepts as Diverse Contextual Experiences: Interdisciplinary Connections Through a Conceptual Lens
4.
Conceptual Understanding as a Social Engagement Experience: Interaction Based on Shared Understanding
5.
Understanding the concept as reflection during performance

Chapter 7: Designing Extended Arguments for Deep Learning: Focusing on the EE Course of the IB DP

1.
Design of an Extended Argument for Deep Learning
2. Design of IB EE activities
3.
Designing essay-based learning that encourages in-depth inquiry

The fervent interest in IB is rapidly spreading in public education settings.
With the 2022 revised curriculum emphasizing learner-centered learning, the IB education, which fosters broad knowledge and international awareness, is gaining attention as an effective alternative.
Instead of emphasizing success and failure and achievement, the IB classroom fosters independent thinking and inquiry, laying the foundation for the international understanding and cooperation required in a global society.

Meanwhile, the research community, including Professor Cho Hyun-young, explored authentic learning and design principles across universities, elementary, middle, and high schools, encountering the IB case as a point of reflection on Korea's process-centered assessment system. This interest in the IB gradually expanded into understanding the overall system of instruction and culture. Building on this, "conceptual inquiry," a key topic in the ever-innovating educational landscape, was compiled into a single theme, resulting in the publication of "Concept-Based Inquiry Learning with the IB."

This book focuses on two aspects.
The first is an approach from the perspective of conceptual exploration that allows learners to generate knowledge and grow on their own, and the second is a learning design principle that can be linked to a transdisciplinary experience that integrates various fields of study for such education.
Based on these two key points, it presents a consistent design principle that covers the IB curriculum and non-curricular (core) areas.
This book, consisting of seven chapters, interprets existing common sense about conceptual learning and the experiences that this conceptual understanding and assessment design provides to learners.
We propose a curriculum design method for this purpose and convey its characteristics and significance through actual learner cases.
Furthermore, we explore the meaning of learner-led learning through IB design features such as TOK, CAS, and EE, analyze how knowledge is handled, and deepen the meaning of extended argumentation.

This book offers new insights into learning experience design as a new field of educational research, and will provide professionals working in the field with a new paradigm for learning and a broader understanding of the learning ecosystem.