Publikationen

Bücher und Buchkapitel

Kautz, C., Brose, A., & Hoffmann, N. (2018). Tutorien zur Technischen Mechanik: Arbeitsmaterialien für das Lehren und Lernen in den Ingenieurwissenschaften. Springer Vieweg.

Kautz, C. (2016). Wissenskonstruktion – Durch aktivierende Lehre nachhaltiges Verständnis in MINT-Fächern fördern. Zentrum für Lehre und Lernen TUHH. https://cgi.tu-harburg.de/~zllwww/wp-content/uploads/2017_01_09_Leitfaden-Nordmetall_webseite.pdf

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). Aachen: Shaker.

McDermott, L. C., & Shaffer, P. S. (2009). Tutorien zur Physik. München: Pearson Deutschland. http://books.google.de/books?id=ISLDcvl7tmAC

Herwig, H., & Kautz, C. (2007). Technische Thermodynamik. München: Pearson Studium.

Artikel und Konferenzbeiträge

2018

Direnga, J., Timmermann, D., & Kautz, C. (2018). Retention of conceptual understanding: The impact of time, pedagogy and teaching activity. In Proceedings of the 46th SEFI Annual Conference 2018. Copenhagen, Denmark. https://www.sefi.be/wp-content/uploads/2018/10/SEFI-Proceedings-2-October-2018.pdf

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. https://doi.org/10.1080/22054952.2018.1553357

2017

Direnga, J., Timmermann, D., Kieckhäfer, F., & Kautz, C. (2017). Refining the WLR: Quantifying the difference in learning success between courses. In Research in Engineering Education Symposium 2017 (REES2017). Bogotá, Columbia.

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.

Kieckhäfer, F., Direnga, J., Timmermann, D., & Kautz, C. (2017). Concept Inventories for Control Engineering: Past and Future. In Research in Engineering Education Symposium 2017 (REES2017). Bogotá, Colombia.

2016

Adam, G. C., Harlow, D. B., Lord, S. M., & Kautz, C. H. (2016a). Conceptual Understanding of the P-N Diode among Undergraduate Electrical Engineering Students. International Journal of Engineering Education, 33(1), 261–271.

Adam, G. C., Harlow, D. B., Lord, S. M., & Kautz, C. H. (2016b). 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

Malmi, L., Adawi, T., Curmi, R., de Graaff, E., Duffy, G., Kautz, C., … 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

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.” In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings. Erie, USA.

2015

Direnga, J., Presentati, B., Timmermann, D., Brose, A., & Kautz, C. (2015). Does it stick? – Investigating long-term retention of conceptual knowledge in mechanics instruction. In Proceedings of the 122nd ASEE Annual Conference & Exposition.

Direnga, J., Timmermann, D., Presentati, B., Brose, A., & Kautz, C. (2015). Do students spend more time on difficult questions? Analysis of item response time versus correctness in the SCI/CATS. In Research in Engineering Education Symposium 2015 (REES2015). Dublin, Ireland.

Timmermann, D., & Kautz, C. (2015a). Multiple-Choice Questions that Test Conceptual Understanding: A Proposal for Qualitative Two-Tier Exam Questions. Presented at the ASEE Annual Conference and Exposition, Seattle, WA, USA.

Timmermann, D., & Kautz, C. (2015b). Student Understanding of Open Switches and Open Circuits: What Do We (Not) Know? In Research in Engineering Education Symposium 2015 (REES2015). Dublin, Ireland.

Timmermann, D., Lehmann, F., & Kautz, C. (2015). Using Potential to Help Students Understand Voltage: First Steps in Implementing Effective Instruction. Presented at the 43rd Annual SEFI Conference, Orléans, France.

Timmermann, D., Winter, A., & Kautz, C. (2015). Tutor Training Using Role-Play and Video Analysis for the LearnING Center, a Study Room at TUHH. Presented at the 43rd Annual SEFI Conference, Orléans, France.

Walter, C. M., & Kautz, P. C. H. (2015). ”Conceptual Change” as a guiding principle for the professional development of teaching staff. In 122nd ASEE Annual Conference & Exposition. Seattle, WA.

2014

Timmermann, D., & Kautz, C. (2014). Investigating Student Learning of the Voltage and Potential Concepts in Introductory Electrical Engineering. Presented at the Frontiers in Education.

2013

Herzog, U., Wulf, A., & Kautz, C. (2013). Broadening technical understanding and enhancing non-technical skills in doctoral students. In Proceedings of the 41st SEFI Conference. Leuven, Belgien.

Kamph, T., Salden, P., Schupp, S., & Kautz, C. (2013). Just-in-Time Teaching für Software-Engineering. In Tagungsband der Fachtagung SEUH – Software Engineering im Unterricht der Hochschulen. Aachen.

Malmi, L., Adawi, T., Curmi, R., De Graaff, E., Duffy, G., Kautz, C., … Williams, B. (2013). Methodological Analysis of SEFI EER papers. In Proceedings of the 41st SEFI Conference. Leuven, Belgien.

2012

Coppens, P., De Cock, M., & Kautz, C. (2012). Student Understanding of Filters in Analog Electronics Lab Courses. In Proceedings of the 40th SEFI Annual Conference, Avdelas, A. and Clark, R., Thessaloniki (pp. 196–197). Thessaloniki, Greece. http://www.sefi.be/conference-2012/Papers/Papers/081.pdf

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,. Bochum.

Malmi, L., de Graaff, E., Adawi, T., Curmi, R., Duffy, G., Kautz, C., … Williams, B. (2012). Developing a Methodological Taxonomy of EER papers. In SEFI 40th annual conference. Thessaloniki, Greece.

2011

Brose, A., & Kautz, C. (2011). Identifying and Addressing Student Difficulties in Engineering Statics. In Proceedings of the 2011 ASEE Annual Conference and Exposition. Vancouver.

2010

Brose, A., & Kautz, C. (2010). Research on student understanding as a guide for the development of instructional materials in introductory engineering courses. In Proceedings of the 3rd International Symposium for Engineering Education. Ireland: University College Cork.

Loverude, M., Heron, P., & Kautz, C. (2010). Identifying and addressing student difficulties with hydrostatic pressure. American Journal of Physics, 78(1), 75–85.

2008

Kautz, C. (2008). Probing student understanding of basic concepts and principles in introductory electrical engineering courses. In Proceedings of the 36th Annual SEFI Conference. Aalborg.

Zavala, G., & Kautz, C. (2008). Implementing active-learning in an international context: A study in introductory physics. In Proceedings of the 36th Annual SEFI Conference. Aalborg.

2007

Kautz, C. H. (2007). Physics education research in an engineering context. In 2006 Physics Education Research Conference (Vol. 883, pp. 22–25).

Kautz, C. H., & Schmitz, G. (2007). Probing student understanding of basic concepts and principles in introductory engineering thermodynamics. In ASME 2007 International Mechanical Engineering Congress and Exposition (pp. 473–480). Seattle: American Society of Mechanical Engineers.

Zavala, G., & Kautz, C. (2007a). Implementing Active Learning in an International Context – Part I: Development and Implementation of Instructional Materials. In Proceedings of the 2007 SEFI and IGIP Joint Annual Conference. Miskolc.

Zavala, G., & Kautz, C. (2007b). Implementing Active Learning in an International Context – Part II: Evaluation Instruments and Assessment of Learning Outcomes. In Proceedings of the 2007 SEFI and IGIP Joint Annual Conference. Miskolc.

2006

Kautz, C. (2006a). Aktives Lernen in Großen Vorlesungen: Einsatz von internet-gestützten Vortests und interaktiven Vorlesungsfragen. In J. Schlattmann (Ed.), Die Bedeutung der Ingenieurpädagogik, Proceedings of the 1st IGIP Regional Conference. Hamburg.

Kautz, C. (2006b). 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. Berlin.

Kautz, C. (2006c). 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. Berlin.

Kautz, C., & Schmitz, G. (2006). Interactive lecture questions as a research and teaching tool in introductory thermodynamics. In 2006 SEFI Conference. Uppsala.

2005

Kautz, C., & Bauhofer, W. (2005). Implementing research-based instructional materials to foster student conceptual understanding in physics. In Proceedings of the 4th International Conference on Physics Teaching in Engineering Education (PTEE). Brno.

Kautz, C., Heron, P. R., Loverude, M. E., & McDermott, L. C. (2005). Die Bedeutung der Ingenieurpädagogik, Proceedings of the 1st IGIP Regional Conference. American Journal of Physics, 73, 1064–1070.

Kautz, C., & Schmitz, G. (2005). Research on student understanding in introductory thermodynamics. In Proceedings of the 34th International Symposium of IGIP. Istanbul.

2004

Kautz, C. (2004). Research on student learning as a guide for the development of instructional materials. In Proceedings of the 2004 SEFI Annual Conference. Valencia, Spain.

2003

Girwidz, R., Kurz, G., & Kautz, C. (2003). Zum Verständnis der newtonschen Mechanik bei Studienanfängern–der Test ‚Force Concept Inventory–FCI. In V. Nordmeier (Ed.), Didaktik der Physik. Beiträge der Frühjahrstagung der DPG–Augsburg. Berlin.

Jabot, M., & Kautz, C. (2003). A Model for Preparing Pre-Service Physics Teachers Using Inquiry-Based Methods. Journal of Physics Teacher Education Online, 1(4).

2002

Kautz, C., Kurz, G., & Girwidz, R. (2002). The Force Concept Inventory: A survey at the UAS Esslingen. In Proceedings of the 3rd European Conference on Physics Teaching in Engineering Education (PTEE). Leuven.

2001

Kautz, C. (2001). Untersuchung zum konzeptionellen Verständnis des Lehrstoffes bei Studierenden im ingenieurwissenschaftlichen Grundstudium an der Technischen Universität Hamburg-Harburg “. Report (TUHH).

1999

Kautz, C. H., Lovrude, M., Herron, P., & McDermott, L. C. (1999). Research on student understanding of the ideal gas law. In Proceedings, 2nd International Conference of the European Science Education Research Association (ESERA), Kiel, Germany (Vol. 1, pp. 83–85).