EVIDENCE-BASED DESIGN (Neuroscience and cognitive psychology)

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RECEIVE A CALL TO DISCOVER MORE

^{“Without an understanding of human cognitive architecture, instruction is blind.”}

^{John Sweller}

^{Evidence based is a continuum, not a category.

Dylan Wiliam}
Are you curious for more? Would you like to get in touch? Feel free to contact our lead directly for any questions or inquiries you may have. Tikvah Breimer (MSc MAEd MSc) Direcor +31 6 42 47 29 69 tikvah@studioblended.com

Image: anatomic handdrawing of the brain.

SYNOPSIS

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© Copyright Tikvah Breimer, STUDIOBLENDED

AUTHOR BIOGRAPHY
See Tikvah Breimer (MSc MAEd MSc)

KEYWORDS
Higher Education, Constructive Alignment, Modular, Technical, Educational Design.

LICENCE
This work is licenced under the Creative Commons Attribution 4.0 International Licence.

HOW TO CITE
Breimer, T. (2026) Evidence based. STUDIOBLENDED. Available: LINK (follows)

RECEIVE A CALL TO DISCOVER MORE

OUR FINITE SET OF DESIGN ANGLES

Technical resilience
Big ideas
Paradigm shifts/decade strong
Simplicity and decluttering
Human resilience
Modular
Innovative and deep pedagogy
Assesment / evaluation
Time dimension
Evidence-based design
Financial health and resilience by (re)design
Multi- Inter- and transdisciplinary
Flexibilisation and personalisation
Blended

REFERENCES

Ausubel, D.P. (1968) Educational psychology: a cognitive view. New York: Holt, Rinehart and Winston.

Biesta, Gert (2025). ‘Opening the black box of evidence, urgently’. Blog post. British Educational Research Association (BERA), September 10. Available: https://www.bera.ac.uk/blog/opening-the-black-box-of-evidence-urgently (Accessed: October 27, 2025).

Biesta, G. (2023) ‘Outline of a theory of teaching: What teaching is, what it is for, how it works, and why it requires artistry’ in A.K. Praetorius & C. Y. Charalambous (Eds.), Theorizing teaching: Current status and open issues, Springer, pp. 253–280. Available: https://link.springer.com/chapter/10.1007/978-3-031-25613-4_9 (Accessed December 10, 2025).

Biesta, G. (2022) World-Centered Education; A view for the present. New York and London: Routledge.

Biesta, G. (2014) ‘Evidence Based Practice in Education: Between Science and Democracy’ in: Reid, A., Hart, E. and Peters, M. (eds) A Companion to Research in Education. Dordrecht: Springer. Available: https://doi.org/10.1007/978-94-007-6809-3_52 (Accessed: October 27, 2025).

Biesta, G. (2010). ‘Why what works, still won’t work: From evidence-based education to value based education’. Stud Philos Educ (2010) 29, pp. 491–503 Available: DOI 10.1007/s11217-010-9191-x (Accessed December 10, 2025).

Biesta, G. (2007). ‘Why What works won’t work: Evidence-based Practice and the Democratic Deficit in Educational Research’. Educational Theory v57, Feb, n1 pp 1-22. Available: https://eric.ed.gov/?id=EJ750186#:~:text=Biesta%20examines%20three%20key%20assumptions,continuous%20democratic%20contestation%20and%20deliberation (Accessed December 10, 2025).

Damme, D. (no date) ‘The Challenges of Evidence-Informed Education’, PowerPoint. Boston: Center for Curriculum Design. Available: https://dirkvandammeedu.net/wp-content/uploads/2024/02/The-Challenges-of-Evidence-informed-Education-CEIPP.pdf (Accessed: October 27, 2025).

Hattie, J. and Yates, G.C.R (2014). Visible learning and the science of how we learn. New York: Routledge.

Mc Tighe, J. and Willis, J. (2019) Upgrade your teaching: understanding by design meets neuroscience. Alexandria: Association for Supervision and Curriculum Development (ASCD).

Mc Tighe, J. and Wiggins, G. (2004) Understanding by Design: Professional Development Workbook. Alexandria: Association for Supervision and Curriculum Development (ASCD).

Kirschner, P.A., Hendrick, C. and Heal, J. (2025). Instructional illusions. Hachette Learning: London.

Kirschner, P.A. Sweller, J., Clarck, R.E., (2006), ‘Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching’. Educational Psychologist Vol 41, pp. 75-86. DOI:10.1207/s15326985ep4102_1

Kirschner, P.A. and Hendrick, C. (2020) How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice. London and New York: Routledge.
Peeters, W., Lucassen, M., Geurts, R. and Wevers, I. (2021). Curriculumontwerp in een notendop [Curriculum design in a nutshell]. Helmond: Uitgeverij OMJS [Onderwijs maak je samen. Vernieuwenderwijs] [Dutch]

Roediger, H. and Butler, A. (2011) ‘Paradoxes of learning and memory.’ The Paradoxical Brain. pp. 151-176. 10.1017/CBO9780511978098.010. Available: https://www.researchgate.net/publication/281604053_Paradoxes_of_learning_and_memory (Accessed December 10, 2025).

Surma, T., Vanhees, Cl. Wils, M., Nijlunsing, J., Crato, N., Hattie, J., Muijs, D., Rata, E., William, D., Kirschner, P.A. (2025). Developing curriculum for deep thinking, the knowledge revival. Springer. Open access.

Verkoeien, P. (2025). ‘Flexibility, motivation and learning: Opportunities and Challenges’. CLI Lunch & Learn, Erasmus University, 9 October.

Wegerif, R. (2025) Rethinking Education Theory; Education as Expanding Dialogue. Chantelham, Northhampton: Edward Elgar Publishing.

Weinstein, Y., Sumeracki, M. and Caviglioli, O. (2019). Understanding how we learn: a visual guide. London and Newyork: Routledge.

Resilient education that stands the test of time - by design.

EVIDENCE-BASED DESIGN (Neuroscience and cognitive psychology)

SYNOPSIS

VIEW PDF (OPEN SOURCE)

OUR FINITE SET OF DESIGN ANGLES

REFERENCES

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