Efrat Furst

Education Consultant, Bridging (Neuro)Science and Education
Speaking at



Dr. Efrat Furst designs and teaches research-based classroom-oriented curriculum for educators and learners. With background as cognitive neuroscientist and a teacher she is devoted to communicating the science of learning and education, by teaching, supporting classroom application and leading research projects with students and teachers to explore cognitive science in educational settings.


2017 New York

“Yes, Retrieval Practice is highly effective for learning BUT…” The barriers to widespread application and means to overcome them.

This session is about the lessons learned from a seven-year journey dedicated to advancing effective learning strategies among educators and learners. I will present a research-based, classroom-oriented philosophy that emphasizes: face-to-face bi-directional communication, specially-designed materials, practical application, and directed attention to the barriers and difficulties. Using the example of Retrieval Practice, I will focus on three steps, necessary in my view, to advance successful application: First, a clear, visual presentation of the retrieval process from a learning-brain perspective, and the benefits of retrieval practice for learning. Second, understanding the psychological difficulties that prevent many learners from adopting retrieval as a common practice. Critically, I will reason that educators hold the key to the solution. Last, acknowledging that even informed educators face major barriers to application: what are the barriers and what can be done to support educators in the transformation process?


researchED Leads, Haninge 2018

Retrieval Practice: the roads between research and application

In this session I share lessons learned from my journey from neuroscience to the classroom with Retrieval Practice. I start with the neural and the cognitive evidence that support retrieval practice and the promise in classroom application. I highlight the barriers that both students and teachers face, and suggest possible ways to overcome them, specifically considering teachers’ role and the contribution of cognitive research in classrooms. I conclude with a broader view, delineating the vital elements of fruitful research-education communication process, and the emerging role of communicators.