Analysis of Big Idea Presentation Methods from the Perspective of Curriculum Linkage and Integration: Focusing on Singapore, Australia, IB, and South Korea

[Purpose] This study aims to analyze how big ideas are presented in domestic and international curricula from the perspective of curriculum linkage and integration, and to explore implications for improving South Korea's curriculum. [Methods] The study conducted a literature review of curricula from Singapore, Australia, IB, and South Korea that include big ideas. It examined the presentation patterns of big ideas, the scope of curriculum linkage and integration centered around big ideas, and the characteristics of the guidelines supporting big idea-centered curriculum linkage and integration in curriculum documents. [Results] First, foreign curricula present a small number of big ideas that penetrate the essence of each discipline. Second, a correlation between the presentation format of big ideas and the scope of curriculum linkage and integration was observed. Word-based formats are advantageous for broad interdisciplinary integration, while sentence-based formats are more appropriate for clear cognitive understanding at narrower, sub-disciplinary levels. Third, in foreign curricula, big ideas serve as a central axis for linking and integrating subjects or across disciplines. Fourth, foreign curricula provide specific guidelines to support big idea-centered curriculum linkage and integration. [Conclusion] Based on these findings, the study suggests the following for improving big ideas of South Korea's curriculum: introducing big ideas at an interdisciplinary level, enhancing the quality and optimizing the number of big ideas presented within subject domains, providing support for the effective implementation of big ideas, and establishing a process where big ideas are reviewed and redeveloped through thorough deliberation by subject areas.