| “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 | 122 | 2012 |
| An anchor in troubled times: Trust in science before and within the COVID-19 pandemic R Bromme, NG Mede, E Thomm, B Kremer, R Ziegler PloS one 17 (2), e0262823, 2022 | 108 | 2022 |
| 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 | 78 | 2015 |
| Knowing who knows: Laypersons' capabilities to judge experts' pertinence for science topics R Bromme, E Thomm Cognitive Science 40 (1), 241-252, 2016 | 68 | 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, 1629-1652, 2016 | 66 | 2016 |
| 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 | 53 | 2020 |
| When preservice teachers’ prior beliefs contradict evidence from educational research E Thomm, B Gold, T Betsch, J Bauer British Journal of Educational Psychology 91 (3), 1055-1072, 2021 | 46 | 2021 |
| 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 | 44 | 2017 |
| Predictors of teachers' appreciation of evidence-based practice and educational research findings E Thomm, C Sälzer, M Prenzel, J Bauer Zeitschrift für Pädagogische Psychologie, 2021 | 42 | 2021 |
| 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 | 40 | 2015 |
| Effects of raising student teachers’ metacognitive awareness of their educational psychological misconceptions S Pieschl, J Budd, E Thomm, J Archer Psychology Learning & Teaching 20 (2), 214-235, 2021 | 22 | 2021 |
| 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 | 19 | 2016 |
| Specificity reloaded: How multiple layers of specificity influence reasoning in science argument evaluation K Dorothe, T Eva, B Rainer Scientific Reasoning and Argumentation, 251-270, 2018 | 18 | 2018 |
| How can communicative competence instruction in medical studies be improved through digitalization? K Schick, S Reiser, K Mosene, L Schacht, L Janssen, E Thomm, A Dinkel, ... GMS Journal for Medical Education 37 (6), 2020 | 13 | 2020 |
| Selektion, integration und evaluation M Stadtler, S Winter, L Scharrer, E Thomm, N Krämer, R Bromme Psychologische Rundschau, 2017 | 13 | 2017 |
| 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 67 (3), 178-193, 2020 | 12 | 2020 |
| A video-based situational judgement test of medical students’ communication competence in patient encounters: development and first evaluation S Reiser, L Schacht, E Thomm, C Figalist, L Janssen, K Schick, E Dörfler, ... Patient Education and Counseling 105 (5), 1283-1289, 2022 | 11 | 2022 |
| How laypersons consider differences in sources’ trustworthiness and expertise in their regulation and resolution of scientific conflicts S Gottschling, Y Kammerer, E Thomm, P Gerjets International Journal of Science Education, Part B 10 (4), 335-354, 2020 | 11 | 2020 |
| Informing professional practice:(Future) Teachers' choice, use, and evaluation of (non-) scientific sources of educational topics E Thomm, E Seifried, J Bauer Zeitschrift für Pädagogische Psychologie, 2021 | 10 | 2021 |
| 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 | 8 | 2013 |
