معرفی
Dr. Eva Thomm serves as an Academic Councillor at the Department of Educational Research and Methodology within the Faculty of Educational Sciences at the University of Erfurt. She concurrently holds membership in the Institute for Planetary Health Behaviour (IPB) and actively contributes to the Erfurter Open Science Initiative (EFOSI) and Center for Empirical Research in Economics and Behavioral Science (CEREB).
Her academic credentials include a PhD in Psychology (2013) from the University of Münster, where her dissertation explored laypersons' capacities to navigate cognitive labor division in scientific contexts, and a Diploma in Psychology (2009) from the same institution.
Thomm's research centers on educational psychology with emphases on science communication, trust in scientific institutions, and source evaluation mechanisms. She investigates how preservice teachers process conflicting expert claims, the influence of prior beliefs on evidence interpretation, and strategies for improving algorithm literacy in non-school educational settings. Her work integrates cognitive psychology frameworks with real-world educational challenges, particularly during crises like the COVID-19 pandemic.
Analysis of her publication trajectory reveals consistent focus on the cognitive and social dynamics of scientific source evaluation, with increasing attention to crisis communication and digital literacy. Her studies span teacher education contexts, public trust metrics, and heuristic development for identifying educational myths, demonstrating interdisciplinary reach across psychology, education, and communication studies.
Her distinguished recognition includes:
- EARLI Outstanding Publication Award (2021) for advancing understanding of disagreement processing in expert claim evaluation
Thomm leads two major BMBF-funded initiatives: 'Algorithm Literacy and Sourcing Competence in Non-School Educational Settings (AlLiS)' and 'Target-Group Appropriate Communication of Scientific Uncertainty in Multiple Crises (UncertainTEAM)'. She serves as associate editor for the German Journal of Educational Psychology (2023-2025) and provides peer review for 18+ journals including Science Communication and Educational Psychologist, reflecting her scholarly impact.
Her collaborative networks encompass the European Association for Research in Learning and Instruction (EARLI), German Society for Empirical Educational Research (GEBF), and German Psychological Society (DGPs), with active participation in Erfurt's empirical research consortia focused on behavioral science and open scholarship practices.
