Eva ThommUniversität Erfurt | UE · Faculty of Education
Eva Thomm
PhD
About
29
Publications
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506
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Citations since 2017
Introduction
Skills and Expertise
Publications
Publications (29)
When facing belief-contradictory scientific evidence, preservice teachers tend to doubt the potency of science and consult scientific sources less frequently. Thus, individuals run the risk not only to maintain questionable assumptions but also to develop dysfunctional stances toward research as a reliable source of knowledge. In two studies, we (a...
Fragen von Erziehung, Schule und Unterricht liegen im Gegensatz zu vielen anderen Gegenständen empirischer Forschung in unserem unmittelbaren, alltäglichen Erfahrungsbereich. Wir alle waren einmal selbst Schülerinnen und Schüler, haben vielleicht eine Universität besucht oder studieren gerade, arbeiten als Lehrkraft an einer Schule oder sind Eltern...
Researchers, policy makers and science communicators have become increasingly been interested in factors that affect public’s trust in science. Recently, one such potentially important driving factor has emerged, the COVID-19 pandemic. Have trust in science and other science-related beliefs changed in Germany from before to during the pandemic? To...
Zusammenfassung
Wissenschaftspropädeutik gehört zu den drei zentralen Bildungszielen der gymnasialen Oberstufe. Aufgrund eines Mangels an geeigneten Untersuchungsinstrumenten, gibt es jedoch kaum Studien zur Erreichung dieses Bildungsziels oder seines Einflusses auf den Werdegang junger Menschen. Im vorliegenden Beitrag werden die theoretischen Ans...
A large variety of misconceptions about learning, teaching, and other educational topics is prevalent in the public but also among educational professionals. Such misconceptions may lead to ill-advised judgments and actions in private life, professional practice, and policymaking. Developing effective correction strategies for these misconceptions...
Information forms the basis for beliefs, judgements, decision making, and behavior. Nowadays, the amount of information available is continually increasing. Still, the quality and credibility of the corresponding sources vary widely. Thus, to avoid making judgments and decisions on basis of biased information, the credibility of information and sou...
Objective
We developed and evaluated the Video-Based Assessment of Medical Communication Competence (VA-MeCo), a construct-driven situational judgement test measuring medical students’ communication competence in patient encounters.
Methods
In the construction phase, we conducted two expert studies (npanel1 = 6, npanel2 = 13) to ensure curricular...
Understanding processes of selecting, evaluating, and using relevant information sources to inform oneself about scientific topics,
that is, sourcing, is a current topic within educational psychology. This special issue combines recent research about sourcing with a particular
focus on its role in the reception of educational research by (future) t...
Fostering metacognitive awareness of misconceptions should enhance deep processing of scientifically correct explanations and thereby decrease misconceptions. To explore these potentially beneficial effects, we conducted a field study implemented in a regular educational psychology course in an Australian teacher education program. In a two-by-two...
Background:
Knowledge from educational research frequently contradicts preservice teachers' prior beliefs about educational topics. Such contradictions can seriously affect their attitudes towards educational research and can counteract efforts taken to establish teaching as a research-based profession.
Aims:
Inspired by Munro's (2010, J. Appl....
Teachers' reception of educational research is considered important for improving teaching and student learning. Yet, it is a challenging task requiring teachers to have access to scientific sources, the skill and time to find and exhaust such resources, and the capacity to interpret retrieved information. If such essential conditions are not met,...
When reading scientific information on the Internet laypersons frequently encounter conflicting claims. However, they usually lack the ability to resolve these scientific conflicts based on their own prior knowledge. This study aims to investigate how differences in the trustworthiness and/or expertise of the sources putting forward the conflicting...
The teaching of communicative competence plays an increasingly important role in medical education. In addition to traditional teaching formats, such as role-plays with simulated patients, technology-based approaches become more important in medical education. Teaching materials are increasingly augmented by videos of simulated doctor-patient conve...
Learners may increasingly encounter conflicting expert reports. However, little is known about how they deal with this challenge. We examined how learners' familiarity with a controversial historical topic affects their epistemic judgments of conflicting expert claims and sources, the interplay of their claim and source evaluation strategies, and t...
Zusammenfassung. Laien treffen heute im Internet auf eine besonders große Vielfalt an Wissenschaftsinformationen. Wer hiervon profitieren will, muss Informationen auswählen, Verknüpfungen zwischen verschiedenen, oftmals konfligierenden Aussagen herstellen und deren Gültigkeit kritisch überprüfen. Anhand der Ergebnisse aus zwei Projekten aus dem SPP...
The present study examined the role of conflict topics and individual differences in epistemic perspectives (absolutism, multiplism, and evaluativism) in students' explanations of expert conflicts. University students (N = 184) completed an epistemic thinking assessment and a conflict explanation assessment regarding two controversies in biology an...
When laypeople read controversial scientific information in order to make a personally relevant decision, information on the source is a valuable resource with which to evaluate multiple, competing claims. Due to their bounded understanding, laypeople rely on the expertise of others and need to identify whether sources are credible. The present stu...
On the Internet, laypeople can access a great variety of scientific information. To benefit from the wealth of information, laypeople need to select information, integrate information within and across documents, and critically judge the validity of competing knowledge claims. Based on the findings of two projects involved in the Special Priority P...
Wer könnte es wissen? Erklären beeinflusst die Einschätzung unseres eigenen Wissens sowie unsere Einschätzung des Wissens von Experten
Zusammenfassung. Kinder und Erwachsene überschätzen oftmals ihr eigenes Verständnis komplexer, kausaler Sachverhalte. Werden sie jedoch aufgefordert, die Mechanismen zu erklären, die den Sachverhalten zugrunde liege...
Because modern societies are built on elaborate divisions of cognitive labor, individuals remain laypersons in most knowledge domains. Hence, they have to rely on others' expertise when deciding on many science-related issues in private and public life. Even children already locate and discern expertise in the minds of others (e.g., Danovitch & Kei...
When making personally relevant decisions (e.g. on health-related issues), laypersons have to deal increasingly with science-based knowledge claims that are frequently not only inconsistent if not contradictory but also beyond their own everyday understanding. Nevertheless, they need to reason about these issues. The present interview study investi...
The Internet is a convenient source of information about science-based topics (e.g., health matters). Whereas experts are familiar with the conventions of “true” scientific discourse and the assessment of scientific information, laypeople may have great difficulty choosing among, evaluating, and deciding on the vast amount of information available...
Projects
Projects (3)
Ratgeber als mediale Angebote zur Selbst- und Fremdoptimierung sind nahezu omnipräsent und bieten mannigfaltige Themen zur Lebensgestaltung an. Auf dem Buchmarkt, im Internet, in Magazinen und Zeitungen oder im Fernsehen findet sich heute ein breites Angebot populär aufbereiteten Ratgeberwissens rund um Erziehung, schulisches Lehren und Lernen, Kinderwunsch, Schwangerschaft und Geburt, (Baby-)Pflege, Gesundheit, Ernährung, Sexualität, Selbstvertrauen u.a.m. Historisch gesehen haben Ratgebermedien eine lange Tradition, jedoch haben sich die Themen und Angebotsformen im Zuge der Verwissenschaftlichung und Medialisierung menschlicher Lebenswelten in den Industrienationen in den vergangenen Jahrzehnten deutlich ausdifferenziert. Ratgeber lassen sich dabei als Optimierungsmedien par excellence beschreiben, denn sie setzen an konkreten praktischen Fragen, möglichen Problemen oder Defiziten an und stellen Ratsuchenden und anderen potentiell an einem Thema Interessierten unmittelbare Hilfe und Verbesserung ihrer jeweiligen Situation in Aussicht. Zu welchen Themen und in welchen medialen Formen Ratgeber produziert bzw. angeboten werden und von wem sie wie und zu welchem Zweck rezipiert werden, ist bislang nur punktuell empirisch untersucht worden. An diesem Desiderat setzt das Netzwerk an. Grundlegendes Ziel ist es, die subjektiven Perspektiven der Rezipient*innen (Ratnehmen) sowie die Angebote der Produzent*innen (Ratgeben) zu erfassen, um den Forschungsstand um empirische Erkenntnisse über Ratgebermedien insbesondere für Eltern, Lehrkräfte sowie Kinder und Jugendliche zu erweitern.
Weitere Informationen: https://www.hs-nb.de/dfg-netzwerk-ratgeberforschung
The Projekt VoLeA aims at the development and evaluation of video-based e-learning modules and a video-based situational judgment test for medical students’ communication competence in patient encounters. VoLeA is a joint project by the TUM Medical Education Center and the Department of Empirical Educational Research and Methodology at the University of Erfurt (funded by the German Ministry of Education and Research, BMBF). The developed training and assessment tools align with national standards for communication training in medical education to facilitate their transfer to other universities.
Im Projekt voLeA werden virtuelle, videobasierte Module zum Training kommunikativer Kompetenz in Patient/innengesprächen entwickelt, die in die kommunikative Ausbildung Medizinstudierender an der TUM integriert werden sollen. Die effektive Förderung kommunikativer Kompetenz ist eine große Herausforderung im Medizinstudium – u.a. weil effektive Lehrformate (wie etwa Rollenspiele) v.a. in Form von Kleingruppenunterricht stattfinden. Die Implementation virtueller Lehrmodule zur ärztlichen Gesprächsführung verspricht daher maßgebliche Effizienzgewinne in der Lehre. Parallel dazu wird in ein videobasierter Situational Judgement Test (SJT) zum Assessment ärztlicher Gesprächsführungskompetenz entwickelt. Der SJT nimmt Bezug auf die Fähigkeit zur wissensbasierten Beobachtung ärztlichen kommunikativen Verhaltens als einen bisher vernachlässigten Aspekt ärztlicher kommunikativer Kompetenz. Alle virtuellen Lehrmodule sowie der SJT werden zudem im Hinblick auf eine standortunabhängige Verfügbarkeit und Nutzung im Rahmen der medizinischen Curricula verschiedener Universitäten hin optimiert.
Laypeople who wish to comprehend complex scientific topics within their everyday life (e.g. health related issues) are often faced with conflicting expert accounts. To resolve such contradictions, they need to understand why experts may reach divergent conclusions regarding the same topic.
In this project, we analyze the specific contents and characteristics of laypeople’s conflict explanations for scientific controversies. We introduce a theoretical approach to the construct of conflict explanations, develop a quantitative measure of conflict explanation and illuminate the role of contextual as well as of individual factors in the ways laypeople explain expert disagreement.
