Sen.-Prof. Dr. Rainer Bromme

   
K1600 Bromme.10.09.2014 _ Kopie  

Senior-Professor for Educational Psychology

 

Office hours:

By appointment via Email

 

 

Westfaelische Wilhelms University
Institute for Psychology
Fliednerstr. 21
D-48149 Münster
Office 146b


Phone: (0251) 83-39135
Mobile: + 49 1722 1183 20
Email: bromme@uni-muenster.de
ORCID: 0000-0002-6123-7269
ResearcherID: K-2400-2012
Scopus Author ID: 55888224400

CV                    

Research interests;

   see also:

   RESEARCH

   Wissenschaftsjahr 2014 Digitale Gesellschaft (Vertrauen und Kommunikation in einer digitalisierten Welt)

   Wissenschaftsjahr 2014 Digitale Gesellschaft (Wissenschaft und Öffentlichkeit)

Publications         

Congress and conference contributions           

Link to R. Bromme on Google Scholar

 

Biography

Academic Education

 

05/1989 Habilitation (venia Legendi für 'Psychologie') at the University of Bielefeld
09/1979 Doctorate in Psychology  at the University of Oldenburg
1975 Diploma in Psychology at the University of Münster

Professional career 

 

11/2019 Visiting professor (Haifa University Scholarship) at the Faculty of Education, Haifa University, Israel
03/2018 Fellow at the Center for Advanced Studies (CAS) of the Ludwig Maximilian University of Munich
10-11/2017 Visiting Professor (Distingushed Visitor Award), Faculty of Education, University of Auckland, New Zealand
since 04/2017 Senior-Professor Educational Psychology at the Institute for Psychology, University of Münster
10/1995 - 03/2017 Professor (C4/W3)  Educational Psychology  at the Institute for Psychology, University of Münster
10/2006 - 09/2008    Dean of the Department of Psychology and Sport Science
04/1998 - 03/2002 Managing Director of the Institute for  Psychology III of the University of Münster
10/1994 - 04/1995 Managing Director of the Institute for Educational Psychology  at the University of Frankfurt/Main
10/1992 - 09/1995 Professor (C3)  (Educational Psychology)  at the Department of Psychology, University of Frankfurt/Main
10/1990 - 03/1991 Temporary Professor (Educational Psychology) at the Department of Psychology, University of Frankfurt/Main
08/1978 - 09/1978 Guest stay at the Institute for Research on Teaching of the Michigan State University
12/1975 - 10/1979 Research Assistant  at the Institute of Mathematics Education (IDM) at the University of Bielefeld

Activities in research organisations/advisory boards

for research projects see Research

since 2023 Corresponding member of the Bavarian Academy of Sciences and Humanities (BAdW), Section II: Law, Social Sciences, Economics
since 2022 Member of the scientific advisory board of the Leibniz Research Alliance Advanced Materials Safety
since 2020 Member of the Kommunikationswissenschaftliche Expertenbank of the project Technologischen Wandel gestalten: Transparenz, Dialog und Beteiligung für gesellschaftlichen Konsens, Deutsche Akademie der Technikwissenschaften (acatech)
since 2020 Member of the Advisory Board of the Horizon 2020 (European Union) project Enlightened trust: An examination of trust and distrust in governance – conditions, effects and remedies (EnTrust) (Coordination: Prof. Lahusen, Universität Siegen)
since 2019 Associated Member of CHESS- Center for Higher Education and Science Studies, Zürich University
since 2017 Member of the scientific advisory board of Wissenschaftsbarometer (a German national survey on public attitudes about science)
since 2016 Member of the Zentrum für Wissenschaftsheorie (University Münster)
since 2015 Member of the advisory board of the Clearing House Instruction project of the School of Education, Technical University, München
2021 Member of the NCSES (National Center for Science and
Engineering Statistics) Public Attitudes, Knowledge, and Interest Expert Panel on behalf of the National Science Foundation (NSF), Washington, D.C.
2017 - 2020 Chair of the scientific advisory board of the Kiel Science Outreach Campus (KiSOC) (Leibniz Science Campus of the IPN and Kiel University)
2014 - 2017 Member of the advisory board of the Leibniz-Institut für Bildungsverläufe (LifBi), University of Bamberg
2010 - 2016 Chairman of the advisory board  of the Leibniz Wissenschaftscampus Bildung in Informationsumwelten, University of Tübingen
2009 - 2016 Speaker of the DFG Special priority research program (1409) Public understanding of conflicting scientific evidence
2009 - 2013 Member of the advisory board of the National Educational Panels (NEPS), Germany, Bamberg
2008 - 2011

Member of the expert group Problem Solving in Technology Rich Environments within the Program for the International Assessment of Adult Competencies (PIAAC; OECD)
2007 - 2013 Member of the Senatsausschuss und Bewilligungsausschuss für die Graduiertenkollegs, German Science Foundation (DFG)
2002 - 2008 Member of the advisory board of the Institut für die Pädagogik der Naturwissenschaften (IPN), University of Kiel
2001 - 2009 Member of the advisory board of the Knowledge Media Institute (IWM), University of Tübingen
2000 - 2006 Member of the advisory board of PISA und DESI
2000 - 2002 Member of Task force Ausarbeitung von Empfehlungen zur Lehrerbildung der Wissenschaftlichen Kommission Niedersachsen
2002 - 2004 Second chair of the Fachkollegium Psychologie (elected reviewer board) of the DFG
2000 - 2007 Member of the Fachkollegium Psychologie, DFG; elected reviewer board: educational and developmental psychology


Editorial Board Membership


Professorships & honors

         2005 Offer of a professorship (C4), Educational Psychology of the University of Potsdam (declined)
since 1995 Professorship for Educational Psychology; Institute of Psychology of the University of Münster
1994 Offer of a professorship (C4), General and Educational Psychology at the University of Koblenz/Landau (declined)
1992 - 1995 Professorship at the Department of Psychology, University of Frankfurt/Main
2016 Franz-Emanuel-Weinert-Preis of the German Psychological Society (DGPs)

zurück

 

 

Research interests

 

Cognition and teaching/learning processes, especially related to the:

  • Communication & Understanding between Science and the Public,
  • development of professional expertise,
  • learning with New Media,
  •  the development of knowledge and understanding in Science and Mathematics.

 

 

Publications

Derzeit funktioniert das SEND A COPY FOR MY PERSONAL USE Formular leider nicht. Sie können statt dessen an: bromme@uni-muenster.de schreiben
Unfortunately the SEND A COPY FOR MY PERSONAL USE form does currently not work. We kindly ask you to send your request to bromme@uni-muenster.de

2022

  • Bromme, R. (2022). Informiertes Vertrauen in Wissenschaft: Lehren aus der COVID-19 Pandemie für das Verständnis naturwissenschaftlicher Grundbildung (scientific literacy). Unterrichtswissenschaft. doi: 10.1007/s42010-022-00159-6

  • Hendriks, F. & Bromme, R. (2022). Researchers’ Public Engagement in the Context of Interdisciplinary Research Programs: Learning and Reflection from Boundary Crossing. Science Communication. doi: 10.1177/10755470221137052

  • Bromme, R., & Hendriks, F. (2022). When the public considers whom to trust - The example of COVID-19. In R. C. Mayer & B. M. Mayer (Eds.), A Research Agenda for Trust: Interdisciplinary Perspectives. Northampton, Massachusetts: Edward Elgar Publishing. Draft- retrieved from psyarxiv.com/t754d

  • Bromme, R., Mede, N., Thomm, E., Kremer, B., & Ziegler, R. (2022). An anchor in troubled times: Trust in science before and within theCOVID-19 pandemic. PLoS ONE 17(2): e0262823. doi.org/10.1371/journal.pone.0262823

  • Wintterlin, F., Hendriks, F., Mede, N. G., Bromme, R., Metag, J., & Schäfer, M. S. (2022). Predicting public trust in science: The role of basic orientations toward science, perceived trustworthiness of scientists, and experiences with science. Frontiers in Communication, 6. doi:10.3389/fcomm.2021.822757

2021

  • Bromme, R., & Gierth, L. (2021). Rationality and the public understanding of science. In M. Knauff & W. Spohn (Eds.), Handbook of Rationality (pp. 767-776). MIT Press: Cambridge, MA.
  • Kramer, J., Thomm, E., Oschatz-Grant, K., Wagner, W., & Bromme, R. (2021). Test zur Einschätzung wissenschaftlicher Widersprüche (TEWI): Messung wissenschaftsbezogenen Reflexionsvermögens in der Sekundarstufe II. Zeitschrift für Erziehungswissenschaft, 24(6), 1525-1548. doi:10.1007/s11618-021-01057-w. Open Access
  • Moll, R., Lücke, A. J., & Bromme, R. (2021). How Much Are “Many People”on Facebook? Interpretations of Vague Quantifiers in Online and Offline Contexts. SAGE Open, 11(3), 21582440211032205. doi:10.1177/21582440211032205. Open Access
  • Scharrer, L., Bromme, R., & Stadtler, M. (2021). Information Easiness Affects Non-experts’ Evaluation of Scientific Claims About Which They Hold Prior Beliefs. Frontiers in Psychology, 12(3757). doi:10.3389/fpsyg.2021.678313. Open Access
  • Strehlke, E., Bromme, R., Scholz, S., & Kärtner, J. (2021). When play store knows how to deal with your kid: Trust in digital counselling. In B. Blöbaum (Ed.), Trust and Communication in a Digitized World (p. 221-237), Wiesbaden: Springer.
  • Tkotz, J., Kienhues, D., Jucks, R. ,& Bromme, R. (2021). Keep Calm in Heated Debates: How People Perceive Different Styles of Discourse in a Scientific Debate. Frontiers in Education, 5(304). doi:10.3389/feduc.2020572503. Open Access

2020

  • Bromme, R. (2020). Verstehen, Vertrauen und die Verständlichkeit der Wissenschaft: Zu einigen Randbedingungen für den (erfolgversprechenden) Umgang mit Pseudowissenschaft und Wissenschaftsleugnung. In R. Neck & C. Spiel (Hrsg.), Wissenschaft und Aberglaube (S. 145-158). (Reihe Wissenschaft, Bildung, Politik, Band 23). Wien: Böhlau. DOWNLOAD HERE
  • Bromme, R. (2020). Informiertes Vertrauen: Eine psychologische Perspektive auf Vertrauen in Wissenschaft. In M. Jungert, A. Frewer & E. Mayr (Hrsg.). Wissenschaftsreflexion. Interdisziplinäre Perspektiven zwischen Philosophie und Praxis (S.105-134). Paderborn: Mentis Verlag. DOWNLOAD HERE
  • Gierth, L. & Bromme, R. (2020). Beware of vested interests: Epistemic vigilance improves reasoning about scientific evidence (for some people). PloS One, 15(4): e0231387. doi.org/10.1371/journal.pone.0231387 DOWNLOAD HERE
  • Gierth, L., & Bromme, R. (2020). Attacking science on social media: How user comments affect perceived trustworthiness and credibility. Public Understanding of Science, 29(2), 230-247. doi:10.1177/0963662519889275
  • Hendriks, F., Kienhues, D., & Bromme, R. (2020). Replication crisis = trust crisis? The effect of successful vs failed replications on laypeople’s trust in researchers and research. Public Understanding of Science, 29(3), 270-288. doi:10.1177/0963662520902383
  • Kienhues, D., Jucks, R., & Bromme, R. (2020). Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science. Educational Psychologist, 55(3), 144-154. doi:10.1080/00461520.2020.1784012
  • Stadtler, M., Scharrer, L. , & Bromme, R. (2020). How Relevance Affects Understanding of Conflicts Between Multiple Documents: An Eye-Tracking Study. Reading Research Quarterly, 55(4), 625-641. doi: 10.1002/rrq.282 Open Access

2019

  • Paul, J., Stadtler, M., & Bromme, R. (2019). Effects of a Sourcing Prompt and Conflicts in Reading Materials on Elementary Students ’ Use of Source Information. Discourse Processes, 56 (2), 155-169. doi: 10.1080/0163853X.2017.1402165 Send a copy for my personal use
  • Scharrer, L., Stadtler, M. , & Bromme, R. (2019). Judging Scientific Information: Does Source Evaluation Prevent the Seductive Effect of Text Easiness? Learning and Instruction, (63), doi: 10.1016/j.learninstruc.2019.101215
  • Scharrer, L., Stadtler, M., & Bromme, R. (2019). Biased Recipients Encounter Biased Sources: Effect of Ethical (Dis-)Agreement Between Recipient and Author on Evaluating Scientific Claims. Applied Cognitive Psychology, 33(6), 1165-1177. doi:10.1002/acp.3563 (Online First)

2018

  • Bromme, R. (2018). Ewald Terhart, John Hattie und das informierte Vertrauen in Wissenschaft. In M. Rothland & M. Lüders (Hrsg.) Lehrer Bildungs Forschung. Festschrift für Ewald Terhart (S. 9-23). Münster: Waxmann. send a copy for my personal use

  • Bromme, R. & Beelmann, A. (2018). Transfer entails communication: The public understanding of (social) science as a stage and a play for implementing evidence based prevention knowledge and programs. Prevention Science,  19,(3),347-357. doi: 10.1007/s11121-016-0686-8  Send a copy for  my personal use

  • Bromme, R., Stadtler, M., & Scharrer, L. (2018). The provenance of certainty: Multiple source use and the public engagement with science. In J. L. G. Braasch, I. Bråten, & M. T. McCrudden (Eds.), Handbook of multiple source use  (pp.269-284). New York, NY: Routledge.  Send a copy for my personal use

  • 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. Send a copy for my personal use

  • Stadtler, M., Bromme, R., & Rouet, J.-F. (2018). Learning from multiple documents: How can we foster multiple document literacy skills in a sustainable way? In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer (pp. 46-61). London and New York: Routledge.  Send a copy for my personal use

2017

  • Bromme, R. & Jucks, R. (2017). Discourse and expertise: The challenge of mutual understanding between experts and laypeople. In M. Schober, D. N. Rapp & M. A. Britt (Eds.), Handbook of Discourse Processes (pp. 222-246). New York, NY: Taylor & Francis. Send a copy for my personal use

  • Bromme, R. & Kienhues, D. (Hrsg.) (2017). Gewissheit und Skepsis: Wissenschaftskommunikation als Forschungsthema der Psychologie (Themenheft). Psychologische Rundschau, 68(3).

  • Bromme, R. & Kienhues, D. (2017). Gewissheit und Skepsis: Wissenschaftskommunikation als Forschungsthema der Psychologie (Editorial). Psychologische Rundschau, 68(3), 167-171. doi: 10.1026/0033-3042/a000359 Send a copy for my personal use

  • Feinstein, N. W., Bromme, R., Barzilai, S., & Baram-Tsabari, A. (2017, August 31). What counts as success in public engagement with science? [Public Understanding of Science Blog post]. Retrieved from https://sagepus.blogspot.de/2017/08/what-counts-as-success-in-public.html

  • Moll, R., Pieschl, S., & Bromme, R. (2017). Whoever will read it - The overload heuristic in collective privacy expectations. Computers in Human Behavior, 75, 484-493. doi: 10.1016/j.chb.2017.05.035
  • Paul, J., Stadtler, M., & Bromme, R. (2017, online first). Effects of a Sourcing Prompt and Conflicts in Reading Materials on Elementary Students ’ Use of Source Information. Discourse Processes. doi: 10.1080/0163853X.2017.1402165 Send a copy for my personal use
  • Scharrer, L., Rupieper, Y., Stadtler, M., & Bromme, R. (2017). When science becomes too easy: Science popularization inclines laypeople to underrate their dependence on experts. Public Understanding of Science, 26(8), 1003-1018. doi: 10.1177/0963662516680311
  • Stadtler, M., Winter, S., Scharrer, L., Thomm, E., Krämer, N. & Bromme, R. (2017). Selektion, Integration und Evaluation: Wie wir das Internet nutzen, wenn wir uns über Wissenschaft informieren wollen. Psychologische Rundschau, 68(3), 177-181. doi: 10.1026/0033-3042/a000361  Send a copy for my personal use

  • 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, doi: 10.1016/j.learninstruc.2017.03.008 (Online First)

2016

  • Bromme, R. (2016). Mehr Forschung, bitte. Die Kommunikation wissenschaftlicher Inhalte findet auf vielen Kanälen statt. Woran es bislang mangelt, sind empirisch fundierte Erkenntnisse darüber, was auf diesem Feld überhaupt möglich und sinnvoll ist. Drei strategische Vorschläge. DUZ Magazin, (7), 20-21. Send a copy for my personal use Zur Website des DUZ Magazins
  • Bromme, R. & Jucks, R. (2016). Experten - Laien - Kommunikation. In M. Dick, W. Marotzki & H. Mieg (Hrsg.), Handbuch Professionsentwicklung (S. 165-173). Bad Heilbrunn: Klinkhardt / UTB.
  • Bromme, R., Kienhues, D. & Stadtler, M. (2016). Die kognitive Arbeitsteilung als Herausforderung der Forschung zu epistemischen Überzeugungen. In A.-K. Mayer & T. Rosman (Hrsg.), Denken über Wissen und Wissenschaft. Epistemologische Überzeugungen als Gegenstand psychologischer Forschung (S. 25-38). Lengerich: Pabst Science Publishers. Send a copy for my personal use
  • Bromme, R., Prenzel, M. & Jaeger, M. (2016). Empirische Bildungsforschung und evidenzbasierte Bildungspolitik: Zum Zusammenhang von Wissenschaftskommunikation und Evidenzbasierung in der Bildungsforschung. Zeitschrift für Erziehungswissenschaft, 19(1), 129-146. DOI: 10.1007/s11618-016-0703-5 Send a copy for my personal use
  • Bromme, R. & Thomm, E. (2016). Knowing who knows: Laypersons' capabilities to judge experts' pertinence for science topics. Cognitive Science, 40, 241–252, doi: 10.1111/cogs.12252 Send a copy for my personal use
  • Bromme, R., Thomm, E., & Ratermann, K. (2016). Who knows? Explaining impacts on the assessment of our own knowledge and of the knowledge of experts. Zeitschrift für Pädagogische Psychologie, 30, 97-108. doi: 10.1024/1010-0652/a000175 Send a copy for my personal use
  • Hendriks, F., Kienhues, D., & Bromme, R. (2016). Disclose your flaws! Admission positively affects the perceived trustworthiness of an expert science blogger. Studies in Communication Sciences, 16(2), 124-131. doi:10.1016/j.scoms.2016.10.003 Send a copy for my personal use
  • Hendriks, F., Kienhues, D., & Bromme, R. (2016). Evoking vigilance: Would you (dis)trust a scientist who discusses ethical implications of research in a science blog? Public Understanding of Science, 25(8), 992-1008. doi: 10.1177/0963662516646048 Send a copy for my personal use
  • Hendriks, F., Kienhues, D., & Bromme, R. (2016). Trust in science and the science of trust. In B. Blöbaum (Ed.). Trust and Communication in a Digitalized World. Models and Concepts of Trust Research (pp. 143-159). Berlin: Springer. Send a copy for my personal use Link to publication
  • Stadtler, M., Scharrer, L., Macedo-Rouet, M., Rouet, J. F., & Bromme, R. (2016). Improving vocational students’ consideration of source information when deciding about science controversies. Reading and Writing, 29(4), 705-729. doi: 10.1007/s11145-016-9623-2 Send a copy for my personal use
  • 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(8), 1629–1652. doi 10.1007/s11145-016-9638-8 Send a copy for my personal use

2015

  • Bromme, R. (2015). Dogmen oder unterkomplexe Kausalannahmen? Eigentlich geht es um das Verhältnis von Wissenschaft und Öffentlichkeit in der Bildungsforschung. Kommentar zu Alexander Renkl (2015). Drei Dogmen guten Lernens und Lehrens: Warum sie falsch sind. Psychologische Rundschau, 66(3), 221-224. doi: 10.1026/0033-3042/a000276 Send a copy for my personal use
  • Bromme, R., Scharrer, L., Stadtler, M., Hömberg, J., & Torspecken, R. (2015). Is it believable when it’s scientific? How scientific discourse style influences laypeople’s resolution of conflicts. Journal of Research in Science Teaching, 52(1), 36-57.  doi: 10.1002/tea.21172 Send a copy for my personal use
  • Bromme, R., Thomm, E., & Wolf, V. (2015). From understanding to deference: Laypersons' and medical students' views on conflicts within medicine. International Journal of Science Education, Part B: Communication and Public Engagement, 5(1), 68-91. doi: 10.1080/21548455.2013.849017 Send a copy for my personal use
  • Hendriks, F., Kienhues, D., & Bromme, R. (2015). Measuring laypeople's trust in experts in a digital age: The Muenster Epistemic Trustworthiness Inventory (METI). PLoS ONE, 10(10): e0139309. doi: 10.1371/journal.pone.0139309 Link to the open access publication
  • Kienhues, D. & Bromme, R. (2015). Science and the Public: Das Verständnis fragiler und konfligierender Evidenz. Projekte, Forschungsthemen und Ergebnisse aus dem DFG Schwerpunktprogramm 1409 (2009-2015). Münster: Universität Münster. Download verfügbar unter http://wissenschaftundoeffentlichkeit.de/broschuere-2/
  • Moll, R., Pieschl, S., & Bromme, R. (2015). Blessed oblivion? Knowledge and metacognitive accuracy in Online Social Networks. International Journal of Developmental Science. Advance online publication. doi:10.3233/DEV-14155 Send a copy for my personal use
  • Stadtler, M., Paul, J., Globoschütz, S., & Bromme, R. (2015). Watch out! - An instruction raising students’ epistemic vigilance augments their sourcing activities. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P. P. Maglio, (Eds.), Proceedings of the 37th Annual Conference of the Cognitive Science Society (pp. 2278-2283). Austin, TX: Cognitive Science Society. Send a copy for my personal use
  • Thomm, E., Hentschke, J., & Bromme, R. (2015). The Explaining Conflicting Scientific Claims (ECSC) Questionnaire: Measuring laypersons' explanations for conflicts in science. Learning and Individual Differences, 37, 139-152. doi:10.1016/j.lindif.2014.12.001 Send a copy for my personal use

2014

 

  • Bromme, R. (2014). Der Lehrer als Experte. Zur Psychologie des professionellen Wissens. Reprint in der Reihe Standardwerke aus Psychologie und Pädagogik – Reprints, Band 7. Münster: Waxmann Verlag.
    www.waxmann.com, ISBN 978-3-8309-3042-6; 29,90 €. Send a copy for my personal use (Inhaltsverzeichnis).  Mit einem Vorwort von Ewald Terhart, Münster (Download des Vorworts bei www.waxmann.com)
  • Bromme, R. & Goldman, S. (2014). The public's bounded understanding of science. Educational Psychologist, 49(2), 59-69. doi: 10.1080/00461520.2014.921572 Send a copy for my personal use
  • Bromme, R. & Goldman, S. (Guest Eds.) (2014). Understanding the Public Understanding of Science: Psychological Approaches (Special Issue). Educational Psychologist, 49(2). Send a copy of the table of content
  • Bromme, R. & Jucks, R. (2014). Fragen Sie ihren Arzt oder Apotheker: Die Psychologie der Experten-Laien- Kommunikation. In M. Blanz, A. Florack & U. Piontkowski (Hrsg.),Kommunikation. Eine interdisziplinäre Einführung (S. 237-246).  Stuttgart: Kohlhammer. Send a copy for my personal use
  • Bromme, R. & Kienhues, D. (2014). Wissenschaftsverständnis und Wissenschaftskommunikation. In T. Seidel & A. Krapp (Hrsg.). Pädagogische Psychologie  (6. Auflage) (S. 55-81). Weinheim: Beltz.
  • Bromme, R., Pieschl, S., & Stahl, E. (2014). Epistemological beliefs and students' adaptive perception of task complexity. In S. Krolak-Schwerdt, S. Glock, & M. Böhmer (Eds.). The future of educational research: Vol 3. Teachers’ professional development: Assessment, training and learning (pp. 123-151). Rotterdam: Sense Publishers.
  • Bromme, R. & Prenzel, M., (Hrsg.) (2014). Von der Forschung zur evidenzbasierten Entscheidung: Die Darstellung und das öffentliche Verständnis der empirischen Bildungsforschung. Sonderheft 27 der Zeitschrift für Erziehungswissenschaft. Wiesbaden: VS Springer.
  • Bromme, R., Prenzel, M. & Jäger, M. (2014). Empirische Bildungsforschung und evidenzbasierte Bildungspolitik. Eine Analyse von Anforderungen an die Darstellung, Interpretation und Rezeption empirischer Befunde. In R. Bromme & M. Prenzel (Hrsg.) Von der Forschung zur evidenzbasierten Entscheidung: Die Darstellung und das öffentliche Verständnis der empirischen Bildungsforschung. (S. 3 - 54). Sonderheft 27 der Zeitschrift für Erziehungswissenschaft. Wiesbaden: VS Springer. doi: 10.1007/s11618-014-0514-5 Send a copy for my personal use
  • Jucks, R., Brummernhenrich, B., Becker, B.-M., & Bromme, R. (2014). Diagnosis and repair? How experts identify and respond to a layperson’s misconceptions in online medical counseling. Swiss Journal of Psychology, 73, (3), 153-165. doi: 10.1024/1421-0185/a000135 Send a copy for my personal use
  • Moll, R., Pieschl, S., & Bromme, R. (2014). Competent or clueless? Users’ knowledge and misconceptions about their online privacy management. Computers in Human Behavior, 41, 212–219. doi:10.1016/j.chb.2014.09.033 Send a copy for my personal use
  • Moll, R., Pieschl, S., & Bromme, R. (2014). Trust into collective privacy? The role of subjective theories for self-disclosure in Online Social Networks. Societies, 4, 770-784. doi:10.3390/soc4040770 [Special Issue: Social Media and Social Capital] Send a copy for my personal use
  • Pieschl, S., Stallmann, F., & Bromme, R. (2014). High school students’ adaptation of task definitions, goals and plans to task complexity – the impact of epistemic beliefs. Psihologijske teme / Psychological Topics, 23(1), 31-52. Send a copy for my personal use

  • Porsch, R., Strietholt, R., Macharski, T., & Bromme, R. (2014). Mathematikangst im Kontext: Ein Inventar zur situationsbezogenen Messung von Mathematikangst bei angehenden Lehrkräften. Journal für Mathematik-Didaktik, 1-22. doi: 10.1007/s13138-014-0067-4 Send a copy for my personal use

  • Scharrer, L., Stadtler, M., & Bromme, R. (2014). You'd better ask an expert: Mitigating the comprehensibility effect on laypeople's decisions about science-based knowledge claims. Applied Cognitive Psychology, 28(4), 465-471. doi: 10.1002/acp.3018 Send a copy for my personal use

  • Stadtler, M. & Bromme, R. (2014). The content–source integration model: A taxonomic description of how readers comprehend conflicting scientific information. In D. N. Rapp & J. Braasch (Eds.), Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences (pp. 379-402). Cambridge, MA: MIT Press. Send a copy for my personal use
  • Stadtler, M., Bromme, R. & Rouet, J.-F. (2014). „Science meets Reading“: Worin bestehen die Kompetenzen zum Lesen multipler Dokumente zu Wissenschaftsthemen und wie fördert man sie? Unterrichtswissenschaft, 42, 55-68. Send a copy for my personal use
  • Stadtler, M., Scharrer, L., Skodzik, T., & Bromme, R. (2014). Comprehending multiple documents on scientific controversies: Effects of reading goals and signaling rhetorical relationships. Discourse Processes, 51(1-2), 93-116. doi:10.1080/0163853X.2013.855535 Send a copy for my personal use

2013

  • Bromme, R. & Kienhues, D. (2013). Allgemeinbildung [General Education]. In M. A. Wirtz (Hrsg.), Dorsch – Lexikon der Psychologie [Dorsch - Encyclopedia of Psychology] (16. Aufl., S. 124). Bern: Verlag Hans Huber.
  • Bromme, R. & Kienhues, D. (2013). Wissenschaftskommunikation [Science communcation]. In M. A. Wirtz (Hrsg.), Dorsch – Lexikon der Psychologie [Dorsch - Encyclopedia of Psychology] (16. Aufl., S. 1674). Bern: Verlag Hans Huber.
  • Moll, R., Pieschl, S., & Bromme, R. (2013). Sharing in the dark? Target memory and risk awareness in online communication. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3092-397). Austin, TX: Cognitive Science Society. Send a copy for my personal use
  • Pieschl, S., Stahl, E. & Bromme, R. (2013). Adaptation to context as core component of self-regulated learning. The example of complexity and epistemic beliefs. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies, Springer International Handbooks of Education 26 (pp. 53-65). New York: Springer. Send a copy for my personal use
  • Scharrer, L., Britt, M. A., Stadtler, M., & Bromme, R. (2013). Easy to understand but difficult to decide: Information comprehensibility and controversiality affect laypeople's science-based decisions. Discourse Processes, 50, 361-387. doi:10.1080/0163853X.2013.813835  Send a copy for my personal use
  • Stadtler, M. & Bromme, R. (Guest Eds.) (2013). Special Issue on Multiple Document Comprehension. Cognition and Instruction, 32, 121-269.
  • Stadtler, M. & Bromme, R. (2013). Multiple Document Comprehension: An approach to public understanding of science. Cognition and Instruction, 32, 122-129. doi: 10.1080/07370008.2013.771106  Send a copy for my personal use
  • Stadtler, M.,Scharrer, L., & Bromme, R. (2013). How do readers explain the occurrence of conflicts in science texts? Effects of presentation format and source expertise? In M. Knauff, N. Pauen, N. Sebanz & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3448-3453), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 3448-3453). Austin, TX: Cognitive Science Society. Send a copy for my personal use

  • Stadtler, M., Scharrer, L., Brummernhenrich, B., & Bromme, R. (2013). Dealing with uncertainty: Readers’ memory for and use of conflicting information from science texts as function of presentation format and source expertise. Cognition and Instruction, 31, 130-150. doi:10.1080/07370008.2013.769996 Send a copy for my personal use

2012

  • Bromme, R., Brummernhenrich, B., Becker, B.-M., & Jucks, R. (2012). The effects of politeness-related instruction on medical tutoring. Communication Education, 61(4), 1-22. doi:10.1080/03634523.2012.691979  Send a copy for my personal use
  • Bromme, R. & Kienhues, D. (2012). Rezeption von Wissenschaft - mit besonderem Fokus auf Bio- und Gentechnologie und konfligierende Evidenz. In M.D. Weitze, A. Pühler, W. M. Heckl, B. Müller-Röber, O. Renn, P. Weingart, & G. Wess (Hrsg.), Biotechnologie-Kommunikation. Kontroversen, Analysen, Aktivitäten (acatech DISKUSSION). Heidelberg: Springer. Send a copy for my personal use
  • Jucks, R. , Paus, E., & Bromme, R. (2012). Patients' medical knowledge and health counseling: What kind of information helps to make communication patient-centered? Patient Education and Counseling, 88, 177-183. doi: 10.1016/j.pec.2012.01.011 
    Send a copy for my personal use
  • Kienhues, D. & Bromme, R. (2012). Exploring laypeople's epistemic beliefs about medicine - a factor-analytic survey study. BMC Public Health, 12, 759. doi:10.1186/1471-2458-12-759  Send a copy for my personal use
  • Kienhues, D. & Bromme, R. (2012). General literacy in a digital world. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (Vol. 3, pp. 1346-1349). New York: Springer. [link for further information on the encyclopedia]
  • Pieschl, S., Stahl, E., Murray, T., & Bromme, R. (2012). Is adaptation to task complexity really beneficial for performance? Learning and Instruction, 22, 281-289. doi:10.1016/j.learninstruc.2011.08.005
    Send a copy for my personal use
  • Scharrer, L., Britt, M.A., Stadtler, M., & Bromme, R. (2012). Beyond one’s own understanding: How text comprehensibility affects laypeople’s decision about scientific claims. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp.965-970). Austin, TX: Cognitive Science Society. Send a copy for my personal use
  • Scharrer, L., Bromme, R., Britt, M. A., & Stadtler, M. (2012). The seduction of easiness: How science depictions influence laypeople’s reliance on their own evaluation of scientific information. Learning and Instruction, 22(3), 231-243. doi:10.1016/j.learninstruc.2011.11.004  Send a copy for my personal use
  • Stadtler, M., Scharrer, L., & Bromme, R. (2012). Does relevance matter in comprehending scientific conflicts from multiple documents? Evidence from online and offline-data. In E. de Vries, & K. Scheiter (Eds.), Staging Knowledge and Experience: How to  Take Advantage of Representational  Technologies in Education and Training? Proceedings of the EARLI SIG 2 Meeting (pp. 202-204), Grenoble, France: EARLI SIG 2.
  • Thomm, E. & Bromme, R. (2012). “It should at least seem scientific!” Textual features of “scientificness” and their impact on lay assessments of online information. Science Education, 96(2), 197-211. doi: 10.1002/sce.20480  Send a copy for my personal use

2011

  • Bromme, R., Scharrer, L. & Britt, A. M., & Stadtler, M. (2011). Effects of information comprehensibility and argument type on lay recipients’readiness to defer to experts when deciding about scientific knowledge claims. In L. Carlson, C. Hoelscher, & T.F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of theCognitive Science Society (pp. 2788 -2793). Austin, TX: Cognitive Science Society. Send a copy for my personal use
  • Clarebout, G., Bromme, R. , Stahl, E. & Elen, J. (2011). Conclusion. In J. Elen, E. Stahl, R. Bromme & G. Clarebout (Eds.)  Links between beliefs and cognitive flexibility: lessons learned.(p. 199-204). New York: Springer.
  • Elen J., Stahl, E., Bromme, R., & Clarebout, G. (Eds.) (2011). Links between beliefs and cognitive flexibility: lessons learned. New York: Springer.
  • Jucks, R. & Bromme, R. (2011). Perspective taking in computer-mediated instructional communication. Journal of Media Psychology: Theories, Methods, and Applications 23(4), 192-199. doi:10.1027/1864-1105/a000056  Send a copy for my personal use
  • Kienhues, D. & Bromme, R. (2011). Beliefs about abilities and epistemic beliefs - Aspects of cognitive flexibility in information rich environments. In J. Elen, E. Stahl, R. Bromme, & G. Clarebout (Eds.), Links between beliefs and cognitive flexibility: lessons learned (pp. 105-124). New York: Springer. doi:10.1007/978-94-007-1793-0_6  Send a copy for my personal use
  • Kienhues, D., Stadtler, M., & Bromme, R. (2011). Dealing with conflicting or consistent medical information on the Web: When expert information breeds laypersons’ doubts about experts. Learning and Instruction, 21, 193-204. doi:10.1016/j.learninstruc.2010.02.004  Send a copy for my personal use
  • Porsch, T. & Bromme, R. (2011). Effects of epistemological sensitization on source choices. Instructional Science, 39(6), 805-819. doi: 10.1007/s11251-010-9155-0  Send a copy for my personal use
  • Stadtler, M., Scharrer, L., & Bromme, R. (2011). How reading goals and rhetorical signals influence recipients’ recognition of intertextual conflicts. In L. Carlson, C. Hoelscher, & T.F. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 1346 -1351). Austin, TX: Cognitive Science Society. Send a copy for my personal use

 

2010

  • Bromme, R. (2010). Über die praktischen und symbolischen Auswirkungen der Neuregelungen. Psychologische Rundschau, 61(3), 149-150.
  • Bromme, R., Kienhues, D., & Porsch, T. (2010). Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) attained from others. In L. D. Bendixen, & F. C. Feucht (Eds.), Personal Epistemology in the Classroom: Theory, Research, and Implications for Practice (pp. 163-193). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511691904.006 Send a copy for my personal use
  • Bromme, R., Pieschl, S., & Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: A functional theory about epistemological beliefs and metacognition. Metacognition and Learning, 5(1), 7-26. doi:10.1007/s11409-009-9053-5  Send a copy for my personal use
  • Mason, L. & Bromme, R. (Eds.) (2010). Special Issue: Situating and relating epistemological beliefs into metacognition: studies on beliefs about knowledge and knowing. Metacognition & Learning, 5(1).  
  • Mason, L. & Bromme, R. (2010). Introduction: Situating and relating epistemological beliefs into metacognition: studies on beliefs about knowledge and knowing. Metacognition & Learning, 5(1), 1-6. doi:10.1007/s11409-009-9050-8 
  • Pieschl, S., Bromme, R., & Stahl, E. (2010). What can hypertext re-reading tell us about the design of adaptive (metacognitive) help functions? Cognitive and Metacognitive Educational Systems: Papers from the AAAI Fall Symposium (FS-10-01) (pp. 75-80). Association for the Advancement of Artificial Intelligence: Arlington, Virginia. Send a copy for my personal use
  • Porsch, T. & Bromme, R. (2010). Which science disciplines are pertinent? -Impact of epistemological beliefs on students' choices. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), Vol.1 (pp. 636-642). International Society of the Learning Sciences: Chicago IL. Send a copy for my personal use
  • Porsch, T. & Bromme, R. (2010). Quellenbewertungen im Kontext unterschiedlicher Gültigkeitsansprüche. In B. Schwarz, P. Nenniger, & R. S. Jäger  (Hrsg.), Erziehungswissenschaftliche Forschung – nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung"/ AEPF-KBBB im Frühjahr 2009. Erziehungswissenschaft, Bd. 28. (S. 20-25). Landau: Verlag Empirische Pädagogik.
  • Porsch, T., Bromme, R. & Pollmeier, J. (2010). Was muss man tun, um sicher die richtige Lösung zu finden? Quellenpräferenzen von Grundschulkindern in verschiedenen Fachkontexten [What needs to be done to find the right answer? Source preferences of elementary school children dealing with tasks from different school subjects]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 42(2), 90-98. doi:10.1026/0049-8637/a000009  Send a copy for my personal use
  • Thomm, E., Bromme, R. & Porsch, T. (2010). Laienannahmen zur Verteilung von Expertise: Der Zusammenhang mit Wissenseinschätzungen, epistemologischen Überzeugungen und Sachwissen. In B. Schwarz, P. Nenniger, & R. S. Jäger (Hrsg.), Erziehungswissenschaftliche Forschung – nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung"/ AEPF-KBBB im Frühjahr 2009. Erziehungswissenschaft, Bd. 28. (S. 469-472). Landau: Verlag Empirische Pädagogik.

 

2009

  • Bartholomé, T. & Bromme, R. (2009) Coherence formation when learning from text and pictures: What kind of support for whom? Journal of Educational Psychology, 101(2), 282-293. doi:10.1037/a0014312    Send a copy for my personal use
  • Pieschl, S., Bromme, R., Porsch, T, & Stahl, E. (2009). Does adaptation to task complexity guarantee success in learning? Processes and conditions of beneficial adaptation in self-regulated learning. In N. A. Taatgen, & H. van Rijn (Eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society (pp. 2638-2643). Austin, TX: Cognitive Science Society. Send a copy for my personal use
  • Stadtler, M., Bromme, R. & Kettler, S. (2009). Dr. Google - geschätzter Kollege? Die Rolle des Internet in der Arzt-Patient-Kommunikation. Zeitschrift für Allgemeinmedizin, 85, 254-259. Send a copy for my personal use
  • Stahl, E. & Bromme, R. (2009). Not everybody needs help to seek help. Surprising effects of metacognitive instructions to foster help-seeking in an online-learning environment. Computers & Education, 53(4),1020 -1028. doi:10.1016/j.compedu.2008.10.004  Send a copy for my personal use
  • Steinheider, B., Bayerl, P.S., Menold, N. & Bromme, R. (2009). Entwicklung und Validierung einer Skala zur Erfassung von Wissensintegrationsproblemen in interdisziplinären Projektteams [WIP]. Zeitschrift für Arbeits- und Organisationspsychologie, 53(3), 121 – 130. doi:10.1026/0932-4089.53.3.121 

2008

  • Becker, B.-M., Bromme, R., & Jucks, R. (2008). College students’ knowledge of concepts related to the metabolic syndrome. Psychology, Health and Medicine, 13(3), 376-379. doi:10.1080/13548500701405525    Send a copy for my personal use
  • Bromme, R. (2008). Kompetenzen, Funktionen und unterrichtliches Handeln von Lehrer/innen. In B. Rendtorff & S. Burckhart (Hrsg.), Schule, Jugend und Gesellschaft. Ein Studienbuch zur Pädagogik der Sekundarstufe (S. 244 - 256). Stuttgart: Kohlhammer.
  • Bromme, R. (2008). Lehrerexpertise. In W. Schneider, & M. Hasselhorn (Hrsg.), Handbuch der Pädagogischen Psychologie (S. 159-167). Göttingen: Hogrefe. Send a copy for my personal use
  • Bromme, R. (2008). Pedagogical content knowledge jako konceptuální východisko pro výzkum moudrosti praktik. In Tomáš Janík a kol (Ed.), Metodologické problémy výzkumu didaktických znalostí obsahu (S. 9-16). Brno: Paido. 
  • Bromme, R. & Kienhues, D. (2008). Allgemeinbildung. In W. Schneider, & M. Hasselhorn (Hrsg.), Handbuch der Pädagogischen Psychologie (S. 619-628). Göttingen: Hogrefe. Send a copy for my personal use
  • Bromme, R., Kienhues, D., & Stahl, E. (2008). Knowledge and epistemological beliefs: An intimate but complicate relationship. In M. S. Khine (Ed.), Knowing, Knowledge, and Beliefs: Epistemological Studies Across Diverse Cultures (p. 423 - 444). New York: Springer. doi:10.1007/978-1-4020-6596-5_20  Send a copy for my personal use
  • Jucks , R., Becker, B.-M., & Bromme, R (2008). Lexical entrainment in Written Discourse – Is Experts' Word Use Adapted to the Addressee? Discourse Processes, 45, 497–518. doi:10.1080/01638530802356547  Send a copy for my personal use
  • Kienhues, D. , Bromme, R., & Stahl, E. (2008). Changing epistemological beliefs: The unexpected impact of a short-term intervention. British Journal of Educational Psychology, 78, 545-565. doi:10.1348/000709907X268589  Send a copy for my personal use
  • Pieschl, S., Bromme, R., Porsch, T., & Stahl, E. (2008). Epistemological sensitisation causes deeper elaboration during self-regulated learning. International perspectives in the learning sciences: Cre8ting a learning world. Proceedings of the Eighth International Conference for the Learning Sciences - ICLS 2008, Vol. 2 (pp. 2-213 - 2-220). London: Lulu Enterprises. Send a copy for my personal use
  • Pieschl, S., Stahl, E., & Bromme, R. (2008). Epistemological beliefs and self-regulated learning with hypertext. Metacognition and Learning, 1, 17-37. doi:10.1007/s11409-007-9008-7  Send a copy for my personal use
  • Schulte-Löbbert, P., Schmid, J., Bromme, R. & Jucks, R. (2008). Das Concept Revision Tool - Fachübergreifende Lernsoftware für das akademische Schreiben. In H.L. Grob, & C.Buddendick (Hrsg.), Praxisbericht Nr. 74 des E-Learning Kompetenzzentrums Münster. Send a copy for my personal use
  • Stadtler, M. & Bromme, R. (2008). Effects of the metacognitive computer-tool met.a.ware on the web search  laypersons. Computers in Human Behavior, 24, 716-737. doi:10.1016/j.chb.2007.01.023  Send a copy for my personal use
  • Stadtler, M. & Bromme, R. (2008). Using representational guidance to enhance metacognitive activity when learning on the WWW. In: J. Canas (Ed.), Proceedings of the Workshop on Cognition and the Web (pp. 173-180). Granada, Spain. Send a copy for my personal use

2007

  • Bromme, R. & Kienhues, D. (2007). Epistemologische Überzeugungen: Was wir von (natur-) wissenschaftlichem Wissen erwarten können. In J. Zumbach & H. Mandl (Hrsg.), Pädagogische Psychologie in Theorie und Praxis. Ein fallbasiertes Lehrbuch (S.193-203). Göttingen: Hogrefe. Send a copy for my personal use
  • Hmelo-Silver, C. E. & Bromme, R. (2007). Coding discussions and discussing coding: Research on collaborative learning in computer-supported environments. Learning and Instruction, 17(4), 460-464. Send a copy for my personal use
  • Jucks, R. & Bromme, R. (2007). Choice of words in doctor-patient communication: An analysis of health-related internet sites. Health Communication, 21, 267-277.  Send a copy for my personal use
  • Jucks, R., Bromme, R., & Runde, A. (2007). Explaining with non-shared illustrations: How they constrain explanations. Learning and Instruction, 17, 204-218. doi:10.1016/j.learninstruc.2007.01.006  Send a copy for my personal use
  • Jucks, R., Schulte-Löbbert, P., & Bromme, R. (2007). Supporting experts' written knowledge communication through reflective prompts on the use of specialist concepts. Zeitschrift für Psychologie / Journal of Psychology, 215(4), 237-247. (Special issue on Knowledge Communication edited by F.W. Hesse). doi:10.1027/0044-3409.215.4.237  Send a copy for my personal use
  • Runde, A., Bromme, R., & Jucks , R. (2007). Scripting in net-based medical consultation: The impact of external representations on giving advice and explanations. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting Computer-Supported Collaborative Learning – Cognitive, Computational, and Educational Perspectives  (pp. 57-72). New York: Springer. doi:10.1007/978-0-387-36949-5_4  Send a copy for my personal use
  • Stadtler, M. & Bromme, R. (2007). Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models. International Journal of Computer Supported Collaborative Learning, 2, 191-210. doi:10.1007/s11412-007-9015-3  Send a copy for my personal use
  • Stahl, E. & Bromme, R. (2007). The CAEB: An instrument for measuring connotative aspects of epistemological beliefs. Learning and Instruction, 17(6), 773-785. doi:10.1016/j.learninstruc.2007.09.016  Send a copy for my personal use

2006

  • Bartholomé, T. & Bromme, R. (2006). Instructional support in learning from text and pictures: Risks and benefits. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity: Advances in studying and designing (computer-based) powerful learning environments (pp. 47-56). Rotterdam: Sense. Send a copy for my personal use
  • Bartholomé, T., Stahl, E., Pieschl, S., & Bromme, R. (2006). What matters in help-seeking? A study of help effectiveness and learner-related factors. Computers in Human Behavior, 22, 113-129. doi:10.1016/j.chb.2005.01.007  Send a copy for my personal use 
  • Bromme, R., Jucks, R., & Schulte-Löbbert, P. (2006). Experts' adaptation to healthcare consumers' language and understanding: A psycholinguistic approach. In T. Bickmore, & N. Green (Eds.), Argumentation for Consumers of Healthcare. AAAI Spring Symposion Series (pp. 19-23). Menlo Park, CA: AAAI. Send a copy for my personal use
  • Bromme, R. & Rheinberg, F. (2006). Lehrende in Schulen. In A. Krapp, & B. Weidenmann (Hrsg.), Pädagogische Psychologie (S. 296-334) (5. Auflage). Weinheim: Beltz. Send a copy for my personal use
  • Bromme, R. & Stahl, E. (2006). Der beste Weg zu neuem Wissen. forschung: Das Magazin der Deutschen Forschungsgemeinschaft, 2, 4-6. doi:10.1002/fors.200690020 
  • Brüggemann, A. & Bromme, R. (2006). Anwendungsorientierte Grundlagenforschung in der Psychologie: Sicherung von Qualität und Chancen in den Beurteilungs- und Entscheidungsprozessen der DFG. Psychologische Rundschau, 57, 112-116. doi:10.1026/0033-3042.57.2.112 
  • Brüggemann, A. & Bromme, R. (Hrsg.). (2006). Entwicklung und Bewertung von anwendungsorientierter Grundlagenforschung in der Psychologie. Berlin: Akademie-Verlag.
  • Pieschl, S., Bromme, R. & Stahl, E. (2006). Hypertext learning, prior knowledge and epistemological beliefs: an explorative study. In G. Clarebout & J. Elen (Eds.), Avoiding simplicity, confronting complexity: Advances in studying and designing (computer-based) powerful learning environments (pp. 411-415). Rotterdam: Sense.  Send a copy for my personal use
  • Pieschl, S., Stahl, E. & Bromme, R. (2006). Effects of task difficulty and epistemological beliefs on metacognitive calibration: a pilot study. In S. A. Barab, K. E. Hay, & D. T. Hickey, (Eds.). Proceedings of the 7 th International Conference of the Learning Sciences (pp. 529-536). Mahwah, NJ: Erlbaum. Send a copy for my personal use
  • Pieschl, S., Stahl, E., & Bromme, R. (2006). Impact of epistemological beliefs on hypertext learning: a pilot-study. In R. Sun & N. Miyake (Eds.). Proceedings of the 28th Annual Conference of the Cognitive Science Society (pp. 1956-1961), Mahwah, NJ: Erlbaum. Send a copy for my personal use
  • Stahl, E. & Bromme, R. (2006). Das Schreiben von Hypertexten. Log In, 138/139, 40-47.
  • Stahl, E., Bromme, R, Stadtler, M., & Jaron R. (2006). Learning by hypertext writing: effects of considering a single audience versus multiple audiences on knowledge acquisition. In D. Galbraith, L. van Waes, & M. Torrance (Eds.), Recent developments in writing process research. Volume 2: Methods and applications. Series: Studies in writing (pp. 307-321). Dordrecht: Kluwer. Send a copy for my personal use
  • Stahl, E., Pieschl, S, & Bromme, R (2006). Task complexity, epistemological beliefs and metacognitive calibration: An exploratory study. Journal of Educational Computing Research, 35(4), 319-338. doi:10.2190/1266-0413-387K-7J51  Send a copy for my personal use

2005

  • Bromme, R. (2005). The 'collective student' as a cognitive reference point in teachers' thinking about their classroom. In P. Denicolo, & M. Kompf (Eds.), Teacher thinking and professional action (pp. 31-40). London: Routledge. Send a copy for my personal use
  • Bromme, R. (2005). Thinking and knowing about knowledge: A plea for and critical remarks on psycho­logical research programs on epistemological beliefs. In M. Hoffmann, J. Lenhard, & F. Seeger, (Eds.), Activity and sign - Grounding mathematics education (pp. 191-201). New York: Springer.  Send a copy for my personal use
  • Bromme, R., Hesse, F.W., & Spada, H. (Eds.) (2005). Barriers and biases in computer-mediated knowledge communication - and how they may be overcome. New York: Springer.
  • Bromme, R., Hesse, F.W., & Spada, H. (2005). Barriers, biases and opportunities of communication and cooperation with computers: Introduction and overview. In R. Bromme, F.W. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication- and how they may be overcome (pp. 1-14). New York : Springer. doi:10.1007/0-387-24319-4_1  Send a copy for my personal use
  • Bromme, R., Jucks, R., & Runde, A. (2005). Barriers and biases in computer-mediated expert-layperson-communication. In R. Bromme, F. W. Hesse, & H. Spada (Eds.). Barriers, biases and opportunities of communication and cooperation with computers- and how they may be overcome (pp. 89-118). New York: Springer. doi:10.1007/0-387-24319-4_5  Send a copy for my personal use
  • Bromme, R., Jucks, R., & Wagner, T. (2005). How to refer to "diabetes"? Language in online health advice. Applied Cognitive Psychology, 19, 569-586. doi:10.1002/acp.1099  Send a copy for my personal use
  • Bromme, R. & Stadtler, M. (2005). So much information. But which is important? Which is true? Supporting laypersons' informal learning from science based evidence on the internet. In T. Okamoto, D. Albert, T. Honda, & F. Hesse (Eds.), The 2 nd Joint Workshop on Cognition and Learning through Media-Communication for Advanced e-Learning (pp.28-33). Sophia University: Tokyo, Japan. Send a copy for my personal use
  • Bromme, R. & Stahl, E. (2005). Is a hypertext a book or a space? The impact of different introductory metaphors on hypertext construction. Computers & Education, 44(2), 115-133. doi:10.1016/j.compedu.2004.01.003   Send a copy for my personal use
  • Jucks, R., Bromme, R., & Runde, A. (2005). The impact of external representations on providing online instructions. In B. G. Bara, L. Barsalou, & M. Bucciarelliof (Eds.). Proceedings of the 27th Annual Conference of the Cognitive Science Society (p. 1072-1077). Mahwah, NJ: Lawrence Erlbaum. Send a copy for my personal use
  • Stadtler, M. & Bromme (2005). Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the 27th Annual Conference of the Cognitive Science Society (pp. 2068-2073). Mahwah, NJ: Erlbaum. doi:10.1007/s11412-007-9015-3  Send a copy for my personal use
  • Stahl, E. & Bromme, R. (2005). Das Schreiben von Hypertexten im Unterricht. Ein forschungsbasiertes didaktisches Konzept. Unterrichtswissenschaft,3, 212-216. (Zusammenfassung / abstract)
  • Stahl, E. & Bromme, R. (2005). Learning by writing hypertext: A research based design of university courses in writing hypertext. In G. Rijlaarsdam, H. van den Bergh, & M. Couzijn (Eds.), Studies in writing, Volume 14, Effective learning and teaching of writing, 2nd edition, (pp 547-559). Dordrecht: Kluwer Academic Publishers. doi:10.1007/978-1-4020-2739-0_37  Send a copy for my personal use
  • Stahl, E., Bromme, R., Pieschl, S., Hölzenbein, S. & Kiffe, K. (2005). Qualitätssicherung bei der Lernsoftware-Entwicklung durch partizipative, formative Evaluation. Das Projektbeispiel "Cyperaceae-Online". Zeitschrift für Psychologie, 213(1), 23-33. Send a copy for my personal use

2004

  • Bartholomé, T., Stahl, E., & Bromme, R. (2004). Help-seeking in interactive learning environments: Effectiveness of help and learner-related factors in a dyadic setting. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon & F. Herrera (Eds.), Proceedings of the International Conference of the Learning Sciences: Embracing diversity in the learning sciences (pp. 81-88). Mahwah, NJ: Lawrence Erlbaum. Send a copy for my personal use
  • Boshuizen, H. P. A., Bromme, R., & Gruber, H. (Eds.) (2004). Professional learning: Gaps and transitions on the way from novice to expert. Dordrecht: Kluwer Academic Press. Series on Innovation and Change in Professional Education. Send a copy for my personal use (Table of Contents)
  • Boshuizen, H. P. A., Bromme, R., & Gruber H. (2004). Introduction: On the long way from novice to expert and how travelling changes the traveller. In H. P. A. Boshuizen, R. Bromme, & H. Gruber (Eds.), Professional learning: Gaps and transitions on the way from novice to expert (pp. 3-8). Dordrecht: Kluwer Academic Press. Series on Innovation and Change in Professional Education. Send a copy for my personal use
  • Bromme, R. (2004). Das implizite Wissen des Experten. In B. Koch-Priewe, F.U. Kolbe, & J. Wildt (Hrsg.), Grundlagenforschung und mikrodidaktische Reformansätze zur Lehrerbildung (S. 22-48). Klinkhardt: Bad Heilbrunn. Send a copy for my personal use
  • Bromme, R. & Haag, L. (2004). Forschung zur Lehrerpersönlichkeit. In W. Helsper, & J. Böhme (Hrsg.), Handbuch der Schulforschung (S. 777-793). Wiesbaden: Verlag für Sozialwissenschaften. Send a copy for my personal use
  • Bromme, R. (2004). Das Besondere und das Allgemeine: Wissenschaftliche Allgemeinbildung und Spezialisierung im Doktoratsstudium. In U. Baumann, R. Bromme, K. Fiedler, G. Guttmann, R.P. Königs, A. Mummendey, M. Perrez, S. Schulz-Hardt, G. R. Semin & H. Spada, Doktorandinnen- und Doktorandenausbildung in der Psychologie: Bilanz und Ausblick. S. 17-24. Universitätsverlag im Fürstentum Liechtenstein UFL. Send a copy for my personal use
    Eine Kurzfassung des gesamten Textes erscheint auch als: Urs Baumann, Rainer Bromme, Klaus Fiedler, Giselher Guttmann, Robert Paul Königs, Amélie Mummendey, Meinrad Perrez, Stefan Schulz-Hardt, Gün R.Semin und Hans Spada (im Druck). Thesen zur DoktorandInnen-Ausbildung im Fach Psychologie. Psychologische Rundschau, 55(3), 135-138. doi:10.1026/0033-3042.55.3.135 
  • Bromme, R., Jucks, R. & Rambow, R. (2004). Experten-Laien-Kommunikation im Wissensmanagement. In G. Reinmann & H. Mandl (Hrsg.). Der Mensch im Wissensmanagement: Psychologische Konzepte zum besseren Verständnis und Umgang mit Wissen (S. 176-188). Göttingen: Hogrefe. Send a copy for my personal use
  • Bromme, R., Stahl, E., Bartholomé, T., & Pieschl, S. (2004). The case of plant identification in biology: When is a rose a rose? Development of expertise as acquisition and use of robust and flexible knowledge. In H. P. A. Boshuizen, R. Bromme & H. Gruber (Eds.), Professional learning: Gaps and transitions on the way from novice to expert (pp. 29-47). Dordrecht: Kluwer Academic Press. Series on Innovation and Change in Professional Education. doi:10.1007/1-4020-2094-5_3  Send a copy for my personal use
  • Pieschl, S., Bartholomé, T., Stahl, E. & Bromme, R. (2004). What matters in help-seeking? A study of help effectiveness and learner-related factors. In Gerjets, P., Kirschner, P. A., Elen, J., & Joiner, R. (Eds.), Instructional design for effective and enjoyable computer- supported learning. Proceedings of the first joint meeting of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp. 389-400) (CD-ROM). Tuebingen: Knowledge Media Research Center. doi:10.1016/j.chb.2005.01.007  Send a copy for my personal use
  • Stadtler, M. & Bromme, R. (2004). Laypersons searching the WWW for medical information: The role of metacognition. In K. Forbus, D. Gentner, & T. Reiger (Eds.), Proceedings of the 26th Annual Conference of the Cognitive Science Society (p. 1638). Mahwah, NJ: Erlbaum. Send a copy for my personal use
  • Wittwer, J., Bromme, R. & Jucks, R. (2004). Kann man dem Internet trauen, wenn es um die Gesundheit geht? Die Glaubwürdigkeitsbeurteilung medizinischer Fachinformationen im Internet durch Laien. Zeitschrift für Medienpsychologie, 2, 48-56. doi:10.1026/1617-6383.16.2.48  Send a copy for my personal use

2003

  • Bromme, R. (2003). On the limitations of the theory metaphor for the study of teachers' expert knowledge. In M. Kompf, & P. Denicolo (Eds.), Teacher thinking twenty years on: Revisiting persisting problems and advances in education (pp. 283-294). Liss, Nl: Swets & Zeitlinger. Send a copy for my personal use
  • Bromme, R. & Dobslaw, G. (2003). Teachers' instructional quality and their explanation of students' understanding. In M. Kompf, & P. Denicolo (Eds.), Teacher thinking twenty years on: Revisiting persisting problems and advances in education (pp. 283-25-36). Liss, Nl: Swets & Zeitlinger. Send a copy for my personal use
  • Bromme, R., Jucks, R. & Rambow, R. (2003). Wissenskommunikation über Fächergrenzen: Ein Trainingsprogramm. Wirtschaftspsychologie, 5(3), 94-102. Der Beitrag ist erschienen im Themenheft Wissensmanagement - psychologische Perspektiven und Redefinitionen. (Gast-Hrsg. M. Dick & T. Wehner). Send a copy for my personal use
  • Bromme, R. & Stahl, E. (2003). The impact of epistemological beliefs on e-learning: the case of help-seeking. In F. W. Hesse & Y. Tamura (Eds.), The joint workshop of cognition and learning through media-communication for advanced e-learning (pp. 29-35). Berlin. Send a copy for my personal use
  • Jucks, R., Bromme, R. & Runde, A. (2003). Audience Design von Experten in der netzgestützten Kommunikation: Die Rolle von Heuristiken über das geteilte Vorwissen. Zeitschrift für Psychologie, 211(2), 60-74.  Der Beitrag ist erschienen im Themenheft Wissenskommunikation (Hrsg. F.W. Hesse). Send a copy for my personal use
  • Runde, A., Bromme, R. & Stahl, E. (2003). Gibt es Präferenzen bei der grafischen Darstellung logischer Relationen?. Zeitschrift für Pädagogische Psychologie, 17(2), 103-114.Send a copy for my personal use

2002

  • Bromme, R. & Stahl, E. (Eds.) (2002). Writing hypertext and learning: Conceptual and empirical approaches. Advances in Learning and Instruction Series. London: Pergamon.
  • Bromme, R. & Stahl, E. (2002). Writing and learning: Hypertext as a renewal of an old and close relationship. Introduction and overview. In R. Bromme & E. Stahl (Eds.), Writing hypertext and learning: Conceptual and empirical approaches. Advances in Learning and Instruction Series (pp. 1-14). London: Pergamon. Send a copy for my personal use
  • Bromme, R. & Stahl, E. (2002). Learning by producing hypertext from reader perspectives: Cognitive flexibility theory reconsidered. In R. Bromme & E. Stahl (Eds.), Writing hypertext and learning: Conceptual and empirical approaches. Advances in Learning and Instruction Series (pp. 39-61). London: Pergamon.  Send a copy for my personal use
  • Nückles, M. & Bromme, R. (2002). Internet experts' planning of explanations for laypersons: A Web experimental approach in the Internet domain. Experimental Psychology, 49(4), 1-13. [Special Issue on Internet-based psychological experimenting]. Send a copy for my personal use
  • Stahl, E. & Bromme, R. (2002). Entwicklung einer Online-Lernumgebung für das Einführungspraktikum "Botanische Bestimmungsübungen". In U. Becker & W. Sommer (Hrsg.), Learntec 2002. 10. Europäischer Kongress und Fachmesse für Bildungs- und Informationstechnologie. Tagungsband (S.573-579). Karlsruhe: Schriftenreihe der Karlsruher Messe-und Kongress-GMBH. (Zusammenfassung)

2001

  • Bromme, R. (2001). Teacher Expertise. In N. J. Smelser, P. B. Baltes & F. E. Weinert (Eds.), International Encyclopedia of the Behavioral Sciences: Education (pp. 15459-15465). London: Pergamon. Send a copy for my personal use
  • Bromme, R. & Jucks, R. (2001). Wissensdivergenz und Kommunikation. Lernen zwischen Experten und Laien im Netz. (S.81-103). In F. W. Hesse, & H. F. Friedrich (Hrsg.), Partizipation und Interaktion im virtuellen Seminar. Muenster: Waxmann. Send a copy for my personal use
  • Bromme, R. & Jucks, I. (2001). Paedagogische Psychologie an der Universitaet Muenster (Arbeitseinheit Prof. Bromme): Konzeption und Beispiele. Newsletter Paedagogische Psychologie, 1, 12-17.
  • Bromme, R. & Rambow, R. (2001). Experten-Laien-Kommunikation als Gegenstand der Expertiseforschung: Fuer eine Erweiterung des psychologischen Bildes vom Experten (only german). In R. K. Silbereisen (Hrsg.), Bericht ueber den 42. Kongress der Deutschen Gesellschaft fuer Psychologie in Jena (S. 541-550). Lengerich: Pabst. Send a copy for my personal use
  • Bromme, R., Rambow, R., & Nueckles, M. (2001). Expertise and estimating what other people know: The influence of professional experience and type of knowledge. Journal of Experimental Psychology: Applied, 7(4), 317-330. Send a copy for my personal use
  • Bromme, R. & Stahl, E. (2001). The idea of "hypertext" and its implication on the process of hypertext writing. In W. Frindte, T. Koehler, P. Marquet, & E. Nissen (Eds.), IN-TELE 99 - Internet-based teaching and learning 99, Vol.3, Internet Communication (pp. 302-308). Frankfurt am Main: Peter Lang. Send a copy for my personal use

2000

  • Bromme, R. (2000). Beyond one's own perspective: The psychology of cognitive interdisciplinarity. In P. Weingart & N. Stehr (Eds.), Practising interdisciplinarity (pp. 115-133). Toronto: Toronto University Press. Send a copy for my personal use
  • Rambow, R. & Bromme, R. (2000). Was Schoens "reflective practitioner" durch die Kommunikation mit Laien lernen koennte. In G. H. Neuweg (Hrsg.), Wissen - Koennen - Reflexion: Ausgewaehlte Verhaeltnisbestimmungen (S. 245-263). Innsbruck: Studienverlag. Send a copy for my personal use

1999
 

  • Bromme, R. (1999). Die eigene und die fremde Perspektive: Zur Psychologie kognitiver Interdisziplinaritaet. In W. Umstaetter & K.-F. Wessel (Hrsg.), Interdisziplinaritaet - Herausforderung an die Wissenschaftlerinnen und Wissenschaftler. Festschrift zum 60. Geburtstag von Heinrich Parthey (S. 37-61). Bielefeld: Kleine.
  • Bromme, R. & Stahl, E. (1999). Spatial metaphors and writing hypertext: Studying school lessons. European Journal of Psychology of Education, 14, 267-281.
  • Bromme, R., Nueckles, M., & Rambow, R. (1999). Adaptivity and anticipation in expert-laypeople communication. In S. E. Brennan, A. Giboin & D. Traum (Eds.), Psychological models of communication in collaborative systems. AAAI Fall Symposion Series (pp. 17-24). Menlo Park, CA: AAAI. Send a copy for my personal use

 

1998

 

 

 

 

 

 

 

 

 

 

 

 

 

 


  • Bromme, R. (1998). Paedagogische Psychologie als anwendungsorientiertes Fach in der Hauptdiplomausbildung: Eine (auch kontroverse) Zwischenbilanz. Psychologische Rundschau, 49, 89-90.
  • Bromme, R.  (1998). Kein Abschluss der Debatte: Die Diskussion um das Fach und die Qualität der Lehre. Psychologische Rundschau, 49, 94-95.
  • Bromme, R. & Nueckles, M. (1998). Perspective-taking between medical doctors and nurses: A study on multiple representations of different experts with common tasks(Attention page is 70 kb large). In M. W. van Someren, H. P. A. Boshuizen, T. deJong, & P. Reimann (Eds.), Learning with multiple representations (pp. 175-196). Oxford: Elsevier. Send a copy for my personal use
  • Bromme, R. & Stahl, E. (1998). Raeumliche Metaphern und das Schreiben von Hypertext: Eine Studie im Schulunterricht. Zeitschrift fuer Paedagogische Psychologie, 12 , 156-166. Send a copy for my personal use
  • Bromme, R. & Rambow, R. (1998). Die Verstaendigung zwischen Experten und Laien: Das Beispiel Architektur. In W. K. Schulz (Hrsg.), Expertenwissen: Soziologische, psychologische und paedagogische Perspektiven (S. 49-65). Opladen: Leske & Budrich. Send a copy for my personal use
  • Bromme, R., Rambow, R. & Wiedmann, J. (1998). Typizitaetsvariationen bei abstrakten Begriffen: Das Beispiel chemischer Fachbegriffe. Sprache & Kognition, 17, 3-20. Send a copy for my personal use
  • Nueckles, M. & Bromme, R. (1998). Knowing what the others know: A study on interprofessional communication between nurses and medical doctors. Klinische Paediatrie, 210, 291-296. Send a copy for my personal use

 

1997

  • Bromme, R. (1997). Kompetenzen, Funktionen und unterrichtliches Handeln des Lehrers. In F. E. Weinert (Hrsg.), Psychologie des Unterrichts und der Schule. Enzyklopaedie der Psychologie, Serie I, Bd. 3 (S. 177-212). Goettingen: Hogrefe. Send a copy for my personal use
  • Bromme, R. (1997). Paedagogische Psychologie als anwendungsorientiertes Fach der Hauptdiplomausbildung: Eine Zwischenbilanz. In Fachgruppe Paedagogische Psychologie in der Deutschen Gesellschaft fuer Psychologie e.V. Newsletter 1/1997 (S. 34-37). Landau: Verlag Empirische Paedagogik.
  • Bromme, R. (1997). Zur Psychologie des Fachwissens und Koennens von Lehrern: Eine Herausforderung fuer die Schulpsychologie? In L. Dunkel, Ch. Enders & Ch. Hankel (Hrsg.), Schule - Entwicklung - Psychologie - Schulentwicklungspsychologie. Bericht ueber die 12. Bundeskonferenz Schulpsychologie (S. 288-296). Bonn: Deutscher Psychologen Verlag.
  • Bromme, R. (1997).The teacher as an expert: Everyday concepts and some facts about the knowledge base of the teaching profession. In W. Bünder & K. Rebel (Eds.), Teacher education - Theoretical requirements and professional reality (p. 23-40). Kiel: IPN Materialien. Send a copy for my personal use
  • Stahl, E. & Bromme, R. (1997). Verstaendnis von Hypertext-Strukturen durch die Konstruktion von Hypertexten? Beobachtungen zum Umgang mit Hypertexten im Unterricht. In D. Janetzko et al. (Hrsg.), CAW-97: Beitraege zum Workshop 'Cognition & Web' (S. 158-175). Freiburg i.Br.

1996

  • Bromme, R. (1996). Protokollanalyse. In G. Strube, B. Becker, C. Freska, U. Hahn, G. Palm & K. Opwis (Hrsg.), Woerterbuch der Kognitionswissenschaft (S. 544). Stuttgart: Klett-Cotta. Send a copy for my personal use
  • Bromme, R. (1996). Fachbegriffe. In G. Strube, B. Becker, C. Freska, U. Hahn, G. Palm & K. Opwis (Hrsg.), Woerterbuch der Kognitionswissenschaft (S. 184). Stuttgart: Klett-Cotta. Send a copy for my personal use
  • Bromme, R., Rambow, R. & Straesser, R. (1996). Jenseits von "Oberflaeche" und "Tiefe": Zum Zusammenhang von Problemkategorisierungen und Arbeitskontext bei Fachleuten des Technischen Zeichnens. In H. Gruber & A. Ziegler (Hrsg.), Expertiseforschung: Theoretische und methodische Grundlagen (S. 150-168). Opladen: Westdeutscher Verlag. Send a copy for my personal use

1995

  • Bromme, R. (1995). Was ist 'pedagogical content knowledge'? Kritische Anmerkungen zu einem fruchtbaren Forschungsprogramm. In S. Hopmann & K. Riquarts (zus. m. W. Klafki & A. Krapp) (Hrsg.), Didaktik und/oder Curriculum. Zeitschrift fuer Paedagogik, Beiheft 33, 105-115.
    Send a copy for my personal use (deutschsprachiger Text)
    Auch erschienen als: Bromme, R. (1995). What exactly is pedagogical content knowledge? Critical remarks regarding a fruitful research program. In S. Hopmann & K. Riquarts (Eds.), Didaktik and/or curriculum. IPN Schriftenreihe, Vol. 147, (pp. 205-216). Kiel: IPN. 
    Send a copy for my personal use (English version)
  • Bromme, R. & Rambow, R. (1995). Man sieht nur, was man weiss... .Der Architekt, 8/95, 451-453.
  • Bromme, R. & Tillema, H. (1995) (Eds.). Fusing experience and theory. Special issue of Learning and Instruction, 5, (4).
  • Bromme, R. & Tillema, H. (1995). Fusing experience and theory: The structure of professional knowledge. Learning and Instruction, 5, 261-269. Send a copy for my personal use
  • Rambow, R. & Bromme, R. (1995). Implicit psychological concepts in architects' knowledge: How large is a large room? Learning and Instruction, 5, 337-355. Send a copy for my personal use

1994
 

  • Bromme, R. (1994). Das Bild vom Fachwissen des Paedagogen: Alltagskonzepte und einige Fakten zum Lehrer als Experten. In A. Gramm, H. Lindemann & E. Sumfleth (Hrsg.), Naturwissenschaft und Unterricht, Bd. 21 (S. 133-150). Magdeburg: Westarp. Auch erschienen in: Forum fuer Lehrerbildung, 24, 102-121. Send a copy for my personal use
  • Bromme, R. (1994). Beyond subject matter: A psychological topology of teachers' professional knowledge. In R. Biehler, R. W. Scholz, R. Straesser & B. Winkelmann (Eds.), Mathematics didactics as a scientific discipline: The state of the art (pp. 73-88). Dordrecht: Kluwer. Send a copy for my personal use
  • Bromme, R. & Buender, W. (1994). Fachbegriffe und Arbeitskontext: Unterschiede in der Struktur chemischer Fachbegriffe bei verschiedenen Nutzergruppen. Sprache & Kognition, 13, 178-190. Send a copy for my personal use
  • Bromme, R. & Steinbring, H.(1994). Interactive development of subject matter within instruction in the classroom. Educational Studies in Mathematics, 27, 217-284. Send a copy for my personal use

1993

  • Bromme, R. (1993). Können Lehrer Experten sein – können Experten Lehrer sein? Eine Studie zu subjektiven Konzepten über den Lehrer als Experten. In H. Bauersfeld & R. Bromme (Hrsg.) (1993). Bildung und Aufklärung. Studien zur Rationalität des Lehrens und Lernens. Festschrift für Helmut Skowronek zum 60. Geburtstag. Münster: Waxmann Send a copy for my personal use
  • Bromme , R. & Rambow , R. (1993). Die Verbesserung der muendlichen Praesentation von Referaten: Ein Ausbildungsziel und zugleich ein Beitrag zur Qualitaet der Lehre. Das Hochschulwesen (41. Jg., Heft 6, S. 289-297) Send a copy for my personal use

Publikationen R. Bromme vor 1993: Publikationsliste:

Send a copy for my personal use