A Study on the Diagnosis of Execution Competency and Support Measures for Elementary Teachers' Concept-Based Inquiry Instruction(CBCI)

This study diagnoses elementary teachers' execution competency and derives support measures based on H. Lynn Erickson's Concept-Based Curriculum and Instruction (CBCI) theory to realize 'Deep Learning' in the 2022 Revised National Curriculum. An Explanatory Sequential Mixed Methods Design was employed with 99 elementary teachers (Working Group) and 36 master and leader teachers (Advisory Group) in Jeonbuk province. In the quantitative phase, execution competency was measured using a diagnostic tool reflecting core CBCI principles and analyzed via Borich Needs Assessment and Importance-Performance Analysis (IPA). In the qualitative phase, Focus Group Interviews (FGI) with experts identified the causes of execution gaps. The results are as follows: First, a significant competency gap was confirmed, with teachers' actual execution levels significantly lower than their perceived importance. Second, 'Macroscopic Design: deriving Generalizations' emerged as the top priority need, followed by 'Scaffolding' and 'Developing Assessment Rubrics'. Third, expert interviews indicated that these difficulties stemmed from a 'lack of conceptual curriculum literacy' and 'misalignment between instructional design and assessment'. Fourth, the study proposed support measures including leveled training tracks, an expert coaching system based on the ADDIE model, and AI-assisted design support systems. This study suggests that successful CBCI implementation requires systematic mentoring and systemic support beyond theoretical understanding, enabling teachers to structure knowledge and design consistently up to assessment.