Research literacy and User-Friendly Research Support
Aims and scope
The aim of our research is to support research literacy and evidence-based thinking in both (future) scientists and laypeople. For this purpose, we explore the development of competencies and beliefs which are needed to adequately evaluate and use scientific information:
- Which knowledge and skills do people need to draw valid conclusions from existing scientific evidence?
- How good are people at weighing contradictory evidence from multiple sources?
- How can individuals’ epistemic beliefs, i.e., their ways of thinking about the nature of knowledge and knowing, be changed through interventions?
- What are the predictors of individual trust in science?
Among others, the results of these studies are used to design research infrastructures which support people in finding and evaluating scientific information. For this reason, our research unit leads a cross-functional working group on user experience and user studies regarding the ZPID products.
(2021 - 2022)
(March 2018 - February 2020)
PHILMS - Personality, Health Information Literacy, and Information Seeking Behavior in Multiple Sources
(November 2016 - October 2020)
(April 2013 - April 2016)
(April 2012 - April 2015)
Schneider, J., Rosman, T., Kelava, A., & Merk, S. (in press).
Do Open Science Badges Increase Trust in Scientists among Student Teachers, Scientists, and the Public?
Kerwer, M., Chasiotis, A., Stricker, J., Günther, A. & Rosman, T. (2021).
Straight from the scientist's mouth - Plain language summaries promote laypeople’s comprehension and knowledge acquisition when reading about individual research findings in psychology.
Collabra: Psychology; 7(1), 18898. https://doi.org/10.1525/collabra.18898
Rosman, T., Kerwer, M., Steinmetz, H., Chasiotis, A., Wedderhoff, O., Betsch, C., & Bosnjak, M. (2021).
Will COVID-19-related economic worries superimpose virus-related worries, reducing nonpharmaceutical intervention acceptance in Germany? A prospective pre-registered study.
International Journal of Psychology, 56(4), 607–622. https://doi.org/10.1002/ijop.12753
Kerwer, M., Rosman, T., Wedderhoff, O., & Chasiotis, A. (2021).
Disentangling the process of epistemic change: The role of epistemic volition.
British Journal of Educational Psychology, 91(1), 1-26. https://doi.org/10.1111/bjep.12372
Rosman, T., Mayer, A.-K., Merk, S., & Kerwer, M. (2019).
On the benefits of ‘doing science’: Does integrative writing about scientific controversies foster epistemic beliefs?
Contemporary Educational Psychology, 58, 85-101. https://doi.org/10.1016/j.cedpsych.2019.02.007