A Comparative Analysis of Conceptual Approaches in Elementary Social Studies Curricula: A Focus on the 2015 and 2022 Revisions and Comparisons with the International Baccalaureate Program

Objectives This study conducts a comparative analysis of conceptual approaches in social studies curricula, fo-cusing on the interpretations and applications of concepts in the IB PYP Social Studies and the 2015 and 2022 re-vised elementary social studies curricula in Korea. Methods This study is a normative study (Steiner-Khamsi, 2014) that explores the effectiveness of policy bor-rowing by identifying and adapting best practices from international cases in the context of comparative curricu-lum studies. Specifically, using a comparative curriculum analysis, this study compares the concepts and con-ceptually-oriented strands in the IB PYP Social Studies with the corresponding concepts and domains in the ele-mentary social studies curriculum in Korea. Results A comparative analysis of conceptual approaches between the IB and national curricula also yielded sig-nificant findings. The IB curriculum provides clear definitions and explanations of concepts (big ideas), while the national curriculum lacks precise definitions. The IB also presents generalized statements that connect concepts, whereas the national curriculum's generalized knowledge or core ideas are not articulated in terms of inter-con-cept connections. Additionally, the IB allows for the application of concepts across strands, while the national cur-riculum restricts concept application to specific domains, limiting interconnected use. Finally, the IB incorporates transdisciplinary core concepts, whereas such concepts are absent in the national curriculum. Conclusions Based on these findings, this study proposes improvements to the national curriculum from a con-ceptual approach perspective, focusing on two key areas: the categorization of domains and the definition, hier-archy, and utilization of concepts.