신경과학적 방법론을 적용한 교과교육 연구의 동향 탐색 - 문법교육적 시사점을 중심으로 -

Abstract

This study reviewed curriculum education studies that applied neuroscientific methods to conduct preliminary work introducing neuroscience into grammar education. As a result of the scoping review, 161 studies were selected and reviewed in terms of their research methods and topics. Since the 2000s, the number of studies applying neuroscientific methods has been increasing quantitatively, mainly using eye tracking (ET) and electroencephalography (EEG), while there are few studies that have used event-related potentials (ERPs), functional magnetic resonance imaging (fMRI), and magnetoencephalography (MEG). Given that ET is mainly used in the field of Korean language education, more diverse methods need to be attempted in the future. A total of two main research topics are discovered: “understanding phenomena,” which focus on explaining certain pedagogical situations and “development and verification,” which focus on verifying or developing specific educational tools. As for the former, studies related to “understanding learning activities” were mainly conducted, and regarding the latter, studies related to “verification of treatment effects” were frequently found. Finally, by integrating the research topics and methods, possible research questions applying neuroscience were explored. The activation of grammatical thinking can be explored by fMRI, and the language processing patterns of learners and speakers can be captured using ERP. It will be possible to obtain clues on the characteristics of "grammatically gifted" using EEG, and empirical evidence on the reading process of grammar materials can be captured by ETs. This study is meaningful in that it analyzed the trends of curriculum education research applying neuroscientific methods, and it showed the advantages of applying neuroscience by suggesting research problems that can be performed in the field of grammar education.