Publications
Teaching materials and books
Book chapters and brochures
Dissertations
Articles and conference papers
Teaching materials and books
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Kautz, C., Brose, A., & Hoffmann, N. (2018). Tutorien zur Technischen Mechanik: Arbeitsmaterialien für das Lehren und Lernen in den Ingenieurwissenschaften. Springer Vieweg.
Timmermann, D., & Kautz, C. H. (2017). Tutorien zur Informatik. https://doi.org/10.15480/882.2407
Kautz, C. (2010). Tutorien zur Elektrotechnik. Pearson Studium.
McDermott, L. C., & Shaffer, P. S. (2009). Tutorien zur Physik (Christian Kautz, Daniel Gloss, & Oliver Liebenberg, Trans.). Pearson Deutschland.
Herwig, H., & Kautz, C. (2007). Technische Thermodynamik. Pearson Studium.
Book chapters and brochures
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Kautz, C. (2016). Wissenskonstruktion – Durch aktivierende Lehre nachhaltiges Verständnis in MINT-Fächern fördern. Zentrum für Lehre und Lernen TUHH.
Kautz, C. (2014). Verständnisschwierigkeiten und Fehlvorstellungen in Grundlagenfächern des ingenieurwissenschaftlichen Studiums. In M. Rentschler & G. Metzger (Eds.), Perspektiven angewandter Hochschuldidaktik – Studien und Erfahrungsberichte. Report – Beiträge zur Hochschuldidaktik (Vol. 44, pp. 81–131). Shaker.
Dissertations
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Direnga, J. (2021). Assessing the effectiveness of research-based active learning materials for introductory engineering mechanics [DoctoralThesis, Technische Universität Hamburg]. https://doi.org/10.15480/882.3229
Timmermann, D. (2020). Engineering Students’ Understanding of Basic Electric Circuit Concepts and the Effect of Qualitative Worksheets [DoctoralThesis, Technische Universität Hamburg]. https://doi.org/10.15480/882.2958
Articles and conference papers
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Eckert, D., Timmermann, D., & Kautz, C. (2022). Student Misconceptions about Loops in Introductory Programming Courses and the Influence of Representations. 2022 IEEE Frontiers in Education Conference (FIE), 1–5. https://doi.org/10.1109/FIE56618.2022.9962545
Schäfle, C., & Kautz, C. (2021). Student reasoning in hydrodynamics: Bernoulli’s principle versus the continuity equation. Physical Review Physics Education Research, 17(1), 010147. https://doi.org/10.1103/PhysRevPhysEducRes.17.010147
Riegler, P., & Kautz, C. (2021). Physik der Hochschullehre. Physik Journal, 20(5), 43.
Direnga, J., & Kautz, C. (2019). (Re-)validation of a standardised test instrument in a different national context. Research in Engineering Education Symposium 2019 (REES2019). Research in Engineering Education Symposium 2019 (REES2019), Cape Town, South Africa.
Kieckhäfer, F., Direnga, J., & Kautz, C. (2019). The CECI – Interview-based development of items for a control engineering concept inventory. Research in Engineering Education Symposium 2019 (REES2019). Research in Engineering Education Symposium 2017 (REES2017), Cape Town, South Africa.
Direnga, J., Timmermann, D., Kieckhäfer, F., Brose, A., & Kautz, C. (2018). The discriminative learning gain: a two-parameter quantification of the difference in learning success between courses. Australasian Journal of Engineering Education, 1–12. https://doi.org/10.1080/22054952.2018.1553357
Direnga, J., Timmermann, D., & Kautz, C. (2018, September). Retention of conceptual understanding: The impact of time, pedagogy and teaching activity. Proceedings of the 46th SEFI Annual Conference 2018. 46th SEFI Annual Conference, Copenhagen, Denmark.
Herzog, U., Winter, A., & Kautz, C. (2017). Cross-Disciplinary Communication among Ph.D. candidates: How to Make it Work. Zeitschrift Für Hochschulentwicklung, 12(2), 91–105. http://www.zfhe.at/index.php/zfhe/article/view/1015
Kieckhäfer, F., Direnga, J., Timmermann, D., & Kautz, C. (2017). Concept Inventories for Control Engineering: Past and Future. Research in Engineering Education Symposium 2017 (REES2017). Research in Engineering Education Symposium 2017 (REES2017), Bogotá, Colombia.
Direnga, J., Timmermann, D., Kieckhäfer, F., & Kautz, C. (2017). Refining the WLR: Quantifying the difference in learning success between courses. Research in Engineering Education Symposium 2017 (REES2017). Research in Engineering Education Symposium 2017 (REES2017), Bogotá, Columbia.
Adam, G. C., Harlow, D. B., Lord, S. M., & Kautz, C. H. (2016). Conceptual Understanding of the P-N Diode among Undergraduate Electrical Engineering Students. International Journal of Engineering Education, 33(1), 261–271.
Timmermann, D., & Kautz, C. (2016, September). Design of Open Educational Resources for a Programming Course with a Focus on Conceptual Understanding. Proceedings of the 44th SEFI Annual Conference. 44th SEFI Annual Conference, Tampere, Finland.
Direnga, J., Timmermann, D., Lund, J., & Kautz, C. (2016, September). Design and Application of Self-Generated Identification Codes (SGICs) for Matching Longitudinal Data. Proceedings of the 44th SEFI Annual Conference. 44th SEFI Annual Conference, Tampere, Finland.
Malmi, L., Adawi, T., Curmi, R., de Graaff, E., Duffy, G., Kautz, C., Kinnunen, P., & Williams, B. (2016). How authors did it – a methodological analysis of recent engineering education research papers in the European Journal of Engineering Education. European Journal of Engineering Education, 1–19. https://doi.org/10.1080/03043797.2016.1202905
Adam, G. C., Harlow, D. B., Lord, S. M., & Kautz, C. H. (2016). Micro- and Macroscale Ideas of Current Among Upper-Division Electrical Engineering Students. IEEE Transactions on Education, 1–8. https://doi.org/10.1109/TE.2016.2628345
Riegler, P., Simon, A., Prochaska, M., Kautz, C., Bierwirth, R., Hagendorf, S., & Gerd Kortemeyer. (2016). Using Tutorials in Introductory Physics on circuits in a German university course: observations and experiences. Physics Education, 51(6), 065014. https://doi.org/10.1088/0031-9120/51/6/065014
Timmermann, D., Kautz, C., & Skwarek, V. (2016). Evidence-Based Re-Design of an Introductory Course “Programming in C.” 2014 IEEE Frontiers in Education Conference (FIE) Proceedings. Frontiers in Education, Erie, USA.
Direnga, J., Brose, A., & Kautz, C. (2015). Auswirkung verschiedener Lehrformate auf das konzeptionelle Verständnis im Fach Statik. In Zentrum für Hochschuldidaktik (DiZ) DiNa-Sonderausgabe (Ed.), Tagungsband zum 2. HDMINT Symposium 2015.
Timmermann, D., Winter, A., & Kautz, C. (2015). Tutorenausbildung mittels Rollenspiel und Videoanalyse für das LearnING Center, einen Lernraum an der TUHH. In Zentrum für Hochschuldidaktik (DiZ) DiNa-Sonderausgabe (Ed.), Tagungsband zum 2. HDMINT Symposium 2015.
Direnga, J., Timmermann, D., Presentati, B., Brose, A., & Kautz, C. (2015, July). Do students spend more time on difficult questions? Analysis of item response time versus correctness in the SCI/CATS. Research in Engineering Education Symposium 2015 (REES2015). Research in Engineering Education Symposium 2015 (REES2015), Dublin, Ireland.
Timmermann, D., & Kautz, C. (2015, July). Student Understanding of Open Switches and Open Circuits: What Do We (Not) Know? Research in Engineering Education Symposium 2015 (REES2015).
Timmermann, D., & Kautz, C. (2015, June). Multiple-Choice Questions that Test Conceptual Understanding: A Proposal for Qualitative Two-Tier Exam Questions. ASEE Annual Conference and Exposition, Seattle, WA, USA.
Walter, C., & Kautz, C. (2015, June). ”Conceptual Change” as a guiding principle for the professional development of teaching staff. 122nd ASEE Annual Conference and Exposition, Seattle, WA, USA.
Timmermann, D., Winter, A., & Kautz, C. (2015, June). Tutor Training Using Role-Play and Video Analysis for the LearnING Center, a Study Room at TUHH. 43rd Annual SEFI Conference, Orléans, France.
Timmermann, D., Lehmann, F., & Kautz, C. (2015, June). Using Potential to Help Students Understand Voltage: First Steps in Implementing Effective Instruction. 43rd Annual SEFI Conference, Orléans, France.
Direnga, J., Presentati, B., Timmermann, D., Brose, A., & Kautz, C. (2015, June). Does it stick? – Investigating long-term retention of conceptual knowledge in mechanics instruction. 122nd ASEE Annual Conference and Exposition, Seattle, WA, USA.
Direnga, J., Timmermann, D., Brose, A., & Kautz, C. (2014). A statistical method for assessing teaching effectiveness based on non-identical pre-and post-tests. Proceedings of the SEFI 2014 Annual Conference.
Timmermann, D., & Kautz, C. (2014). Investigating Student Learning of the Voltage and Potential Concepts in Introductory Electrical Engineering. Frontiers in Education.
Herzog, U., Wulf, A., & Kautz, C. (2013). Broadening technical understanding and enhancing non-technical skills in doctoral students. Proceedings of the 41st SEFI Conference.
Kamph, T., Salden, P., Schupp, S., & Kautz, C. (2013). Just-in-Time Teaching für Software-Engineering. Tagungsband Der Fachtagung SEUH – Software Engineering Im Unterricht Der Hochschulen.
Malmi, L., Adawi, T., Curmi, R., De Graaff, E., Duffy, G., Kautz, C., Kinnunen, P., & Williams, B. (2013). Methodological Analysis of SEFI EER papers. Proceedings of the 41st SEFI Conference.
Eichler, A., Hoffmann, C., Kautz, C., & Werner, H. (2013). Design of Tutorial Activities and Homework Assignments for a Large-Enrollment Introductory Course in Control Systems. Advances in Control Education, 10, 43–48.
Timmermann, D., & Kautz, C. (2013). Student Understanding of Electric Circuits and their Representations. Proceedings of the 41st SEFI Conference.
Coppens, P., De Cock, M., & Kautz, C. (2012). Student Understanding of Filters in Analog Electronics Lab Courses. Proceedings of the 40th SEFI Annual Conference, Avdelas, A. and Clark, R., Thessaloniki, 196–197.
Malmi, L., de Graaff, E., Adawi, T., Curmi, R., Duffy, G., Kautz, C., Kinnunen, P., & Williams, B. (2012). Developing a Methodological Taxonomy of EER papers. SEFI 40th Annual Conference.
Kautz, C. (2012). Fachdidaktische Ansätze für die Kompetenzorientierung in ingenieurwissenschaftlichen Grundlagenfächern. In M. Petermann, S. Jeschke, E. Tekkaya, K. Müller, K. Schuster, & D. May (Eds.), “LearnING by doING – Wie steigern wir den Praxisbezug im Ingenieurstudium?”, Tagungsband der TeachING-LearnING.EU Fachtagung,.
Kautz, C. (2011). Development of instructional materials to address student difficulties in introductory electrical engineering. Proceedings of the 1st World Engineering Flash Week.
Kautz, C. (2011). Student understanding of modeling aspects in introductory circuit analysis. Proceedings of the Research in Engineering Education Symposium.
Brose, A., & Kautz, C. (2011). Identifying and Addressing Student Difficulties in Engineering Statics. Proceedings of the 2011 ASEE Annual Conference and Exposition.
Loverude, M., Heron, P., & Kautz, C. (2010). Identifying and addressing student difficulties with hydrostatic pressure. American Journal of Physics, 78(1), 75–85.
Brose, A., & Kautz, C. (2010). Research on student understanding as a guide for the development of instructional materials in introductory engineering courses. Proceedings of the 3rd International Symposium for Engineering Education.
Kautz, C. (2008). Probing student understanding of basic concepts and principles in introductory electrical engineering courses. Proceedings of the 36th Annual SEFI Conference.
Zavala, G., & Kautz, C. (2008). Implementing active-learning in an international context: A study in introductory physics. Proceedings of the 36th Annual SEFI Conference.
Kautz, C. H., & Schmitz, G. (2007). Probing student understanding of basic concepts and principles in introductory engineering thermodynamics. ASME 2007 International Mechanical Engineering Congress and Exposition, 473–480.
Zavala, G., & Kautz, C. (2007). Implementing Active Learning in an International Context – Part II: Evaluation Instruments and Assessment of Learning Outcomes. Proceedings of the 2007 SEFI and IGIP Joint Annual Conference.
Zavala, G., & Kautz, C. (2007). Implementing Active Learning in an International Context – Part I: Development and Implementation of Instructional Materials. Proceedings of the 2007 SEFI and IGIP Joint Annual Conference.
Kautz, C. H. (2007). Physics education research in an engineering context. 2006 Physics Education Research Conference, 883, 22–25.
Kautz, C., & Schmitz, G. (2006). Interactive lecture questions as a research and teaching tool in introductory thermodynamics. 2006 SEFI Conference.
Kautz, C. (2006). Einsatz internet-gestützter Vortests in Physik-Vorlesungen – Möglichkeiten für fachdidaktische Forschung und Lehrerbildung? In V. Nordmeier & A. Oberländer (Eds.), Didaktik der Physik. Beiträge zur Frühjahrstagung der Deutschen Physikalischen Gesellschaft – Kassel 2006.
Kautz, C. (2006). Implementierung von Ergebnissen fachdidaktischer Forschung durch internet-gestützte Vortests in Physik-Einführungsvorlesungen an amerikanischen Hochschulen. In V. Nordmeier & A. Oberländer (Eds.), Didaktik der Physik. Beiträge zur Frühjahrstagung der Deutschen Physikalischen Gesellschaft – Kassel 2006.