Possibilities and Limitations of Concept-based Curriculum from the Educational Perspective of Bruner : Focusing on a Comparison with MACOS

This study analyzed the limitations and implications of the Concept-Based Curriculum (CBC) by examining MACOS curriculum evaluation materials. Both curricula emphasize the learning process and aim for an in-depth understanding and practical application of core concepts. However, differences were identified in the purposes of material utilization, methods of teacher professional development, and assessment approaches. This study explored ways to address the limitations of CBC by integrating elements from MACOS. First, the lack of focus on the concept formation process in CBC can be supplemented by referring to MACOS’s methods of providing materials. Second, concerns about the hierarchical degradation of teacher retraining can be mitigated through MACOS’s self-reflection checklist approach. Third, the lack of consideration for student background diversity in assessments can be improved by incorporating MACOS’s score adjustment methods. Fourth, the evaluation experience can be enriched by utilizing various assessment methods from MACOS, in addition to student self-assessment rubrics. Although MACOS has limitations due to historical and cultural contexts, it reflects various aspects of CBC and contributes to rethinking the fundamental purposes and directions of curriculum evaluation. Furthermore, based on the similarities between MACOS and CBC, a new curriculum model that emphasizes both knowledge and critical thinking can be proposed. The significance of this study lies in suggesting a curriculum design that balances the evaluation of problem-solving abilities with an in-depth understanding of core concepts, thereby promoting effective learning transfe