학생 대다수는 ’공부가 잘된다‘는 착각 중? 전교 1등의 ’진짜 공부‘ 📚 이렇게 달랐다 | 공부에 대한 공부 1 | KBS 20140708 방송

■ Does the top student in their school have a different brain structure? The brains of nine high school freshmen were scanned in 3D using functional magnetic resonance imaging (fMRI). The students' Korean, English, and math scores were then input into a computer. The results revealed that high-achieving students tended to have thicker gray matter in the frontal region of the prefrontal cortex, just inside the forehead. According to a paper published in Science in September 2010 by Dr. Stephen Fleming of the Center for Cognitive Neuroscience at New York University, this region was highly correlated with the ability to reflect on oneself, or metacognition. ■ Metacognition predicts grades better than IQ. Professor Marcel Veenman of Leiden University in the Netherlands analyzed factors affecting grades and found that IQ accounts for about 25% of grades, while metacognition accounts for about 40%. The silver lining is that while IQ is limited by training, metacognition can be successfully improved through training. ■ Study Method Comparison Experiment: Self-Testing vs. Re-studying The reporting team, along with Professor Lisa Son of Columbia University's Department of Psychology, a metacognitive expert, and a team from Ajou University's Department of Psychology, conducted a comparative study experiment with first-year students at Haneul High School in Incheon. The students read and memorized word pairs, then reread them (re-studying) once and self-tested the material, as if taking a quiz. They also wrote down their predicted scores. The experiment revealed that while the predicted scores were higher for the re-study method, the actual scores for the self-testing method were 10 points higher. Self-testing, by itself, boosts grades by 10 points because it involves the metacognitive process of assessing one's knowledge. ■ "There's no such thing as easy or convenient studying." However, despite the fact that self-testing is a superior learning method, most students preferred re-studying. According to Professor Lisa Son of Columbia University's Department of Psychology, students dislike self-testing because they dislike the stress of making mistakes during the process. They prefer re-learning because rereading what they've already read creates the illusion of knowledge, making them feel good. Therefore, even though self-testing is the real study, they mistakenly believe re-learning is good study, and they mistakenly believe that re-learning is actually improving their learning. This is because they lack the metacognitive ability to assess their own learning. However, what they easily learn tends to be easily forgotten. ■ Metacognition Hidden Behind the School's Top Studying So, what kind of metacognition lies behind the study of the top student in the school? Our reporting team used surveillance cameras to film the studies of Kang Su-wan, the top student at Incheon Haneul High School, and discovered elements of metacognition, including self-testing, in his studies. Metacognition is broadly divided into two parts: first, self-evaluation, which involves observing one's own learning; and second, self-regulation, which involves developing and implementing learning strategies. We were able to identify two elements in Kang's study. ■ Metacognition = Self-Directed Learning Professor Kim Kyung-il of Ajou University stated that self-directed learning, a recent hot topic, is largely determined by metacognition. He argued that metacognition—the ability to examine one's own learning, understand what one knows and what one doesn't know, identify problems, and develop strategies to address them—is at the heart of self-directed learning. ■ "Metacognition Can Be Improved Through Training" Recently, research on the relationship between metacognition and learning has been active in the United States and Europe. A journal called "Metacognition and Learning" has even been created. Metacognition can be improved through proper training and can become a lifelong asset beyond the student's studies. This is why there are growing calls for metacognition to be incorporated into the regular curriculum. ■ Appearances Kim Young-bo, Professor, Gachon University School of Medicine Stephen Fleming, New York University Neuroscience Center Lisa Sohn, Professor, Department of Psychology, Columbia University Kim Kyung-il, Professor, Department of Psychology, Ajou University Marcel Weenman, Professor, Leiden University, Netherlands Incheon Haneul High School Gwangju Daeseong Girls' High School Seoul National University ※ This video is from [Current Affairs Planning Window - The Top Student in the School Knows About Studying], which aired on July 8, 2014. #Study #Motivation #Metacognition ✔KBS Documentary | KBS Official YouTube Channel [KBS Documentary] 🔔Subscribe👍Like➡️    / @kbsdocumentary   📝Contact: [email protected] Copyright ⓒ KBS. All rights reserved. Unauthorized reproduction, redistribution, and u...