MACOS와 관련된 논쟁과 사회과교육에의 함의

Abstract

Bruner developed MACOS, a curriculum based on three core questions and five humanities-related topics, focusing on cultural anthropology. MACOS allows for positiveandcritical evaluations of curriculum composition. This study aimed to reveal the process of developing and implementing a disciplinecentered curriculum by investigating the main background, characteristics, and cases of MACOS, which emerged as a critique of progressive education. Subsequently, we examined MACOS's positive and negative evaluations and attempted to draw conclusions for the current revised social studies curriculum. The following implications apply to the content and application of MACOS, as well as the 2022 revised social studies curriculum. Some content considerations are as follows. First, there is still a strong tendency to emphasize the cognitive aspect of goals, so paying more attention to the emotional component is necessary. Second, because the core idea is presented as a proposition, if conducted incorrectly, it may result in a closed inquiry, necessitating a discussion of the method of the core idea presentation. Third, there are instances where words unfamiliar to the teacher are used. Curriculum terms must be defined in easy-to-understand terms, or detailed explanations of the terms are required. Next, the implications of using the curriculum are as follows. First, adequate materials must be provided to teachers following textbook development. Second, when putting it into practice, the teachers must consider the level of the students. Third, we must avoid bias or omission of certain content elements and categories covered in the social studies curriculum. Finally, teacher support must be prioritized for the curriculum to be implemented effectively.