A Study Regarding the Design of Korean Language Classes Using Concept-Based Inquiry Learning

Purpose: The purpose of this study was to propose a lesson design and implementation plan that applies concept-based inquiry learning to Korean language classes to help students develop a deep understanding of learning concepts and the ability to apply them to real life. Methods: To this end, prior research was reviewed on concept-based inquiry learning and design concept-based inquiry learning for the design and implementation of Korean language classes. Korean language classes utilizing concept-based inquiry learning were designed by referencing the stages of the “concept-based inquiry learning” model proposed by Marschall & French (2018). A flow chart was then organized into four stages: “concept recognition → concept connection → concept transfer → concept reflection.” The inquiry activities to be actually carried out in class were then specifically and in detail designed. Finally, after implementing the inquiry class, we reflected on the class design and implementation and explored design methods for concept-based inquiry classes. Results: This study aimed to propose lesson design and implementation methods to help students deeply understand the concepts they learn in Korean language classes and apply them to real-world situations. Specifically, it demonstrated that concept-based inquiry instruction can embody the critical and creative thinking, self-directed learning, communication, and community skills that Korean language departments strive for—in real-world classroom settings. Conclusion: This study suggests that the flow of ‘overview of the entire unit → concept derivation → inquiry-centered teaching → reflection’ in Korean language classes using concept-based inquiry learning should lead to effective concept-based inquiry learning that promotes students’ proactive learning and gives teachers confidence in class design and implementation.