Dr. phil. Eva Thomm

eva.thomm@uni-erfurt.de

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

Dr. phil. Eva Thomm

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

  • 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: 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: 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:10.1016/j.learninstruc.2020.101367 [EARLI Outstanding Publication Award 2021]
  • Kienhues, D., Thomm, E., & Bromme, R. (2018). Specificity reloaded: How multiple layers of specificity influence reasoning in science argument evaluation. In F. Fischer, C. Chinn, K. Engelmann, & J. Osborne (Eds.). Scientific Reasoning and Argumentation: Domain-Specific and Domain-General Aspects (pp.251-270). London: Taylor & Francis.
  • 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: 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: 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, German Journal of Educational Psychology

CV

  • 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, Westfälischen Wilhelms-Universität Münster
  • 2013 Dissertation at 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