Is it all just memorisation?

Research output: Contribution to specialist publicationArticle

Abstract

As a memory researcher and teacher-educator, I sometimes get a negative reaction when I talk about improving teachers’ understanding of human memory. Am I suggesting that school learning is just a matter of memory? And isn’t memorisation a bad thing? I think that using memory effectively isn’t a bad thing at all, and in fact it’s inevitable – all learning involves memory on some level. In this article I explore what cognitive researchers mean when they talk about memory, as well as discussing some promising research findings that have begun to be applied to education.
Original languageEnglish
Pages31-35
Number of pages5
No.18/19
Specialist publicationThe Profession: The Annual Publication for Early Career Teachers
Publication statusPublished - 30 Jun 2018

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Keywords

  • evidence-based learning
  • new teachers
  • memory research

Cite this

Firth, J. (2018). Is it all just memorisation? The Profession: The Annual Publication for Early Career Teachers, (18/19), 31-35.
Firth, Jonathan. / Is it all just memorisation?. In: The Profession: The Annual Publication for Early Career Teachers. 2018 ; No. 18/19. pp. 31-35.
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Firth, J 2018, 'Is it all just memorisation?' The Profession: The Annual Publication for Early Career Teachers, no. 18/19, pp. 31-35.

Is it all just memorisation? / Firth, Jonathan.

In: The Profession: The Annual Publication for Early Career Teachers, No. 18/19, 30.06.2018, p. 31-35.

Research output: Contribution to specialist publicationArticle

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Firth J. Is it all just memorisation? The Profession: The Annual Publication for Early Career Teachers. 2018 Jun 30;(18/19):31-35.