This was a study to see whether students learn specific material better in classes which emphasize recitation on fact questions or recitation which involves the students in higher cognitive reasoning and interpreting skills. A series of 10 one-hour ecology lessons were taught by specially trained teachers; the same curriculum materials were presented to four treatments groups. In one treatment group, teachers asked questions divided into 25 percent higher cognitive questions (HCQ's) and 75 percnet fact questions. Group 2 asked 50 percent of each kind of question. Group 3 used 75 percent HCQ's and 25 percent fact questions. Group 4 used no recitation, but involved the students in art activities on ecological themes. Students were examined before and after the course with tests that included multiple-choice, essay, and oral questions. Results are not to be generalized too broadly because recitation groups were unusually small (6 students) and teachers were taught to present rigid recitation plans. Results showed however, that the students in the 25 percent HCQ sample did slightly better on fact questions and about as well on reasoning questions as students in other groups. This indicated that having students recite facts may prompt their learning more effectively than has been supposed recently. The 50 percent HCQ sample did relatively poorly on facts, but out-performed the other groups on cognitive questions. The art group did not excel in either kind of test. (CD)