A Study on the Reconstruction of ‘Family’ in Elementary Social Studies Curriculum Based on the Principles of Curriculum Construction

Abstract

The purpose of this study is to identify problems with the arrangement of ‘family’ in the elementary social studies curriculum, and then seek ways to solve them. To this end, the results of analyzing the curriculum by the principles of curriculum composition, such as sequence, integration, and learner adequacy are as follows. The‘family’ has secured sequence and continuity, however, the content elements did not have a meaningful sequence. It was not integrated not only between subjects but also within social studies. As a result of the questionnaire survey analysis, there is no difference in the degree of understanding of learners who learned family in social studies and learners who learned family in integrated curriculum. It did not conform to the principle of learner adequacy. In this study, we propose as follows. First, differentiate the ‘family’ content in social studies from other subjects. Second, arrange the timing and contents appropriately to enable integration between subjects. Third, the contents of ‘family’ are distributed through integration within the curriculum, do not organize it as a unit.