Teaching Method, Memory and Learning: an enquiry with primary school children

The problem of different teaching methods is briefly discussed in the context of Bennett's work. An experiment involving four different teaching strategies carried out with about 200 senior primary school children is described. Results obtained on two appropriate tests are presented and analysed. The analysis suggests that there is no one uniformly best teaching method, though one appears to be uniformly weak. The other three are effective, or ineffective, insofar as they do, or do not, satisfy the criteria for memory set out by Craik.