|Prologue| Values ​​Education: The Core of Future Education

| Part 1 | Understanding-Process-Values ​​Education: Focused

We introduce the core concepts and theoretical background of Understanding-Process-Value Education and present specific methods for applying it to actual classes.

01.
Why Understanding-Process-Values ​​Education?
02.
Opening the Way with Concept-Based Inquiry Classes
Gaegitam Tip 01 Why is concept-based inquiry-based learning important for implementing understanding-process-value education?
03.
The meaning of understanding-process-value education
Gaegitam Tip 02: How is understanding-process-value education beneficial in implementing "deep learning"?
04.
Expansion of Understanding-Process-Value Education
Gaegitam Tip 03: When developing concept-based inquiry classes, what is the future direction of understanding-process-value education?
05.
[Direction] Core Idea
Gaegitam Tip 04: How can I apply the key ideas in a single-class classroom lesson? How can I connect them to the class topic or objectives?
06.
[Direction] Concept Lens
Gaegitam Tip 05: When establishing a conceptual lens for a unit, how do I derive related concepts? And how do I establish a hierarchy among the concepts?
07.
[Direction] Generalized sentence 0
Gaegitam Tip 06: How can we use generalized sentences to enhance students' intellectual development? Specifically, how should we scaffold them?
08.
[Direction] Core/Exploratory Questions
Gaegitamp Tip 07 How can we specifically utilize inquiry questions when applying concept-based inquiry classes in the classroom?
09.
[Direction] Performance tasks and evaluation methods
Gaegitam Tip 08: How can I effectively implement process-centered assessment in a concept-based inquiry class? How should I create an assessment rubric?
10.
[Evaluation] Key Points in Linking Class Evaluation
Gaegi Tam Tip 09 When applying process-centered assessment in a concept-based inquiry class, is it necessary to use the GRASPS assessment method?
11.
[Flow] Steps of Unit Design
Dog Exploration Tip 10: Does a concept-based inquiry class necessarily have to proceed in the following stages: concept recognition, concept connection, concept transfer, and concept reflection?
12.
[Flow] Steps of lesson design
Gaegitamp Tip 11: How can I apply concept-based inquiry-based learning to a single class in my classroom?
13.
[Background] In-depth learning
Gaegitam Tip 12: What are some thinking strategies for concept-based inquiry classes that can be applied directly in the classroom?
14.
[Background] Concept formation strategy
15.
[Background] Concept-based competency-building classes
16.
[Background] In-depth class stage
17.
[Background] Utilizing AI Courseware
18.
[Background] Classification of achievement levels

References
|Epilogue| Capturing the Depth of Education
I recommend this book

A Guide to Focused, Tailored, and Customized Education Innovation: "Concept-Based Inquiry Classes: Theory for Understanding, Process, and Value Education"

Today, classrooms are moving beyond mere knowledge transfer to fostering deep understanding, practical skills, and internalized values.
This book presents new possibilities for both teachers and students at such a turning point in education.

Designing Lessons with Core Concepts: Concept-Based Inquiry Instruction

A class that helps students think for themselves by asking the question, “Why?” and apply what they have learned to their lives.
It is an excellent approach for developing critical thinking and problem-solving skills, as it allows for a deep understanding of the essence of concepts rather than fragmented knowledge.

Understanding, Process, and Values ​​Education: Three Elements for Holistic Growth

Understanding: Beyond simple memorization, conceptual understanding that can be applied to new situations.
Process: Acquisition of the skills and procedures required for learning, and the very important sequence.
Values: Internalization of universal values ​​and curriculum values ​​such as respect, cooperation, and responsibility.
These three elements integrate students' knowledge, skills, and attitudes, fostering sustainable learning capabilities.