Gromen, Dylan Bernard2024-06-072024-06-072024-062024-062024-06-07https://hdl.handle.net/11693/115189Cataloged from PDF version of article.Thesis (Master's): Bilkent University, Graduate School of Education, İhsan Doğramacı Bilkent University, 2024.Includes bibliographical references (leaves 74-94).Ever wondered how to blend three different educational frameworks into one? This study investigates the steps necessary to integrate the Turkish Ministry of National Education, Cambridge Primary Science, and International Baccalaureate Primary Years Programme standards within Concept-Based Instructional Unit Design. Led by a sagacious teacher-researcher who explicated and validated five Conceptually-Based units with expert interviews, the study revealed an agreement among experts on the practicality and alignment of the units. Recommendations include familiarizing integrators with all curricula, utilizing Concept-Based Instructional Unit Design models, and prioritizing conceptual understanding. The successful integration of eclectic educational structures shows the potential of Concept-Based Instructional Unit Design as a unifying pedagogical approach. The findings of this study carry inherent implications for further educational practice. Moving forward, supernumerary research is warranted to inquest the nuances associated across various educational settings.xi, 128 leaves : illustrations ; 30 cm.Englishinfo:eu-repo/semantics/openAccessConcept-based instructional unit designCurriculum integrationCurriculum alignmentConcept-based planningEvaluation researchThesisB122851