| Der Lehrer als Experte: Zur Psychologie des professionellen Wissens R Bromme Waxmann Verlag, 2014 | 1848 | 2014 |
| Kompetenzen, Funktionen und unterrichtliches Handeln des Lehrers R Bromme Psychologie des Unterrichts und der Schule 3, 177-212, 1997 | 1232 | 1997 |
| The public's bounded understanding of science R Bromme, SR Goldman Educational Psychologist 49 (2), 59-69, 2014 | 360 | 2014 |
| Forschung zur Lehrerpersönlichkeit R Bromme, L Haag Handbuch der Schulforschung, 777-793, 2004 | 345 | 2004 |
| Changing epistemological beliefs: The unexpected impact of a short‐term intervention D Kienhues, R Bromme, E Stahl British Journal of Educational Psychology 78 (4), 545-565, 2008 | 341 | 2008 |
| Epistemological beliefs are standards for adaptive learning: a functional theory about epistemological beliefs and metacognition R Bromme, S Pieschl, E Stahl Metacognition and learning 5, 7-26, 2010 | 338 | 2010 |
| Conocimientos profesionales de los profesores R Bromme Enseñanza de las Ciencias. Revista de investigación y experiencias …, 1988 | 335 | 1988 |
| Beyond subject matter: A psychological topology of teachers’ professional knowledge R Bromme Didactics of mathematics as a scientific discipline, 73-88, 1994 | 333 | 1994 |
| Fusing experience and theory: The structure of professional knowledge. R Bromme, H Tillema Learning and instruction 5 (4), 261-67, 1995 | 325 | 1995 |
| Professional learning: Gaps and transitions on the way from novice to expert HPA Boshuizen, R Bromme, H Gruber Kluwer Academic Press, 2004 | 319* | 2004 |
| Measuring Laypeople's Trust in Experts in a Digital Age: The Muenster Epistemic Trustworthiness Inventory (METI) F Hendriks, D Kienhues, R Bromme PLoS ONE 10 (10), 2015 | 309 | 2015 |
| Beyond one's own perspective: The psychology of cognitive interdisciplinarity R Bromme Psychologisches Inst. III, 1997 | 291 | 1997 |
| The CAEB: An instrument for measuring connotative aspects of epistemological beliefs E Stahl, R Bromme Learning and Instruction 17 (6), 773-785, 2007 | 285 | 2007 |
| The content–source integration model: A taxonomic description of how readers comprehend conflicting scientific information. M Stadtler, R Bromme Processing Inaccurate Information: Theoretical and Applied Perspectives from …, 2014 | 242 | 2014 |
| Trust in science and the science of trust F Hendriks, D Kienhues, R Bromme Trust and communication in a digitized world: Models and concepts of trust …, 2016 | 237 | 2016 |
| Empirische Bildungsforschung und evidenzbasierte Bildungspolitik. Eine Analyse von Anforderungen an die Darstellung, Interpretation und Rezeption empirischer Befunde R Bromme, M Prenzel, M., Jäger Sonderheft 27 der Zeitschrift für Erziehungswissenschaft, 3-54, 2014 | 231* | 2014 |
| Das Denken von Lehrern bei der Unterrichtsvorbereitung: eine empirische Untersuchung zu kognitiven Prozessen von Mathematiklehrern R Bromme (No Title), 1981 | 228 | 1981 |
| Dealing with multiple documents on the WWW: The role of metacognition in the formation of documents models M Stadtler, R Bromme Proceedings of the 27th Annual Conference of the Cognitive Science Society …, 2005 | 219 | 2005 |
| Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others R Bromme, D Kienhues, T Porsch Personal epistemology in the classroom: Theory, research, and implications …, 2010 | 205 | 2010 |
| Effects of the metacognitive computer-tool met. a. ware on the web search of laypersons M Stadtler, R Bromme Computers in Human Behavior 24 (3), 716-737, 2008 | 204 | 2008 |
