Research employee at the professorship for Educational Research and Methodology (Faculty of Education)

Contact

Lehrgebäude 2 Raum /109i

+49 361 737-2019

Office hours

By appointment

Visiting address

Campus
Nordhäuser Str. 63
99089 Erfurt

Mailing address

Universität Erfurt
Erziehungswissenschaftliche Fakultät
Bildungsforschung und Methodenlehre
Postfach 90 02 21
99105 Erfurt

Research Focus

  • Understanding of scientific information (e.g., about health, climate and education matters)
  • Understanding and explanation of expert controversies in science
  • Understanding and evaluation of (scientific) evidence
  • Search and evaluation of information sources

Selected publications

  • Kramer, J., Thomm, E., Oschatz-Grant, K., Wagner, W. & Bromme, R. (2021). Test zur Einschätzung wissenschaftlicher Widersprüche (TEWI): Messung wissenschaftsbezogenen Reflexionsvermögens in der Sekundarstufe II. Zeitschrift für Erziehungswissenschaft, 24, 1525–1548. doi.org/10.1007/s11618-021-01057-w
  • Thomm, E., Gold, B., Betsch, T. & Bauer, J. (2021). When preservice teachers’ prior beliefs contradict evidence from educational research. British Journal of Educational Psychology, e12407. doi.org/10.1111/bjep.1247
  • Thomm, E., Sälzer, C., Prenzel, M. & Bauer, J. (2021, online first). Predictors of teachers‘ appreciation of evidence-based practice and educational research findings. Zeitschrift für Pädagogische Psychologie, 35 (2-3), 173-184. doi.org/10.1024/1010-0652/a000301
  • Barzilai, S., Thomm, E., & Shlomi-Elooz, T. (2020). Dealing with disagreement: The roles of topic familiarity and disagreement explanation in reasoning about conflicting expert claims and sources. Learning and Instruction, 69. doi.org/10.1016/j.learninstruc.2020.101367 [EARLI Outstanding Publication Award 2021]
  • Thomm, E., Barzilai, S., & Bromme, R. (2017). Why do experts disagree? The role of conflict topics and epistemic perspectives in conflict explanations. Learning and Instruction, 52, 15-26. doi.org/10.1016/j.learninstruc.2017.03.008
  • Thomm, E. & Bromme, R. (2016). How source information shapes lay interpretations of science conflicts: Interplay between sourcing, conflict explanation, source evaluation, and claim evaluation. Reading and Writing, 29. 1629-1652. doi.org/10.1007/s11145-016-9638-8

List of publications

Memberships

  • Erfurter Open Science Initiative (EFOSI)
  • Center for Empirical Research in Economics and Behavioral Science (CEREB)
  • European Association of Research in Learning and Instruction (Earli)
  • Gesellschaft für Empirische Bildungsforschung (GEBF)
  • Deutsche Gesellschaft für Psychologie (DGPs)

Reviewer

  • Discourse Processes
  • Educational Psychologist
  • Instructional Science
  • Journal of the Learning Sciences
  • Learning and Individual Differences
  • Lehrerbildung auf dem Prüfstand
  • Reading and Writing
  • Science Education
  • PLOS One
  • Psychology Learning and Teaching
  • Thinking and Reasoning
  • Zeitschrift für Erziehungswissenschaft
  • Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology

CV

Professional experience

  • since 2017 postdoctoral researcher at the chair of Educational Research and Methodology (Prof. Dr. Bauer), Faculty of Education, University of Erfurt
  • 2009 - 2016 doctoral/postdoctoral researcher at the chair of Educational Psychology (Prof. Dr. Bromme), Insitute of Psychology, Westfälische Wilhelms-Universität Münster

Education

  • 2013 Doctor of Philosophy, Westfälische Wilhelms-Universität Münster (Title: "Whom to ask? Whom to trust? Exploring Laypersons' Capacities to Cope with the Division of Cognitive Labor")
  • 2009 University degree in Psychology (Diplom Psychologie), Westfälische Wilhelms-Universität Münster, Germany