Eva Thomm
Eva Thomm
Bestätigte E-Mail-Adresse bei uni-erfurt.de
Zitiert von
Zitiert von
“It should at least seem scientific!” Textual features of “scientificness” and their impact on lay assessments of online information
E Thomm, R Bromme
Science Education 96 (2), 187-211, 2012
From understanding to deference: laypersons' and medical students' views on conflicts within medicine
R Bromme, E Thomm, V Wolf
International Journal of Science Education, Part B 5 (1), 68-91, 2015
Knowing who knows: Laypersons' capabilities to judge experts' pertinence for science topics
R Bromme, E Thomm
Cognitive Science 40 (1), 241-252, 2016
How source information shapes lay interpretations of science conflicts: Interplay between sourcing, conflict explanation, source evaluation, and claim evaluation
E Thomm, R Bromme
Reading and Writing 29 (8), 1629-1652, 2016
The explaining conflicting scientific claims (ECSC) questionnaire: Measuring laypersons’ explanations for conflicts in science
E Thomm, J Hentschke, R Bromme
Learning and Individual Differences 37, 139-152, 2015
Motivational support in Web 2.0 learning environments: a regression analysis based on the integrative theory of motivation, volition and performance
WHD Huang, DW Hood, SJ Yoo
Innovations in Education and Teaching International 51 (6), 631-641, 2014
Why do experts disagree? The role of conflict topics and epistemic perspectives in conflict explanations
E Thomm, S Barzilai, R Bromme
Learning and Instruction 52, 15-26, 2017
Who knows? Explaining impacts on the assessment of our own knowledge and of the knowledge of experts
R Bromme, E Thomm, K Ratermann
Zeitschrift für Pädagogische Psychologie, 2016
Ignorant albeit competent: Examining students’ sourcing competencies and spontaneous use of source information while reading conflicting scientific texts
M Stadtler, E Thomm, S Babiel, J Hentschke, R Bromme
Workshop on Multiple Document Literacy, Münster, Germany, 2013
Selektion, Integration und Evaluation
M Stadtler, S Winter, L Scharrer, E Thomm, N Krämer, R Bromme
Psychologische Rundschau, 2017
Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources
S Barzilai, E Thomm, T Shlomi-Elooz
Learning and Instruction 69, 101367, 2020
Empirische Arbeit: Zur Erfassung fragwürdiger Überzeugungen zu Bildungsthemen: Entwicklung und erste Überprüfung des Questionable Beliefs in Education-Inventars (QUEBEC)
J Asberger, E Thomm, J Bauer
Psychologie in Erziehung und Unterricht, 2018
Whom to Ask? Whom to Trust?: Exploring Laypersons' Capacities to Cope with the Division of Cognitive Labor
EC Thomm
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