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written by Christian H. Kautz
We report on an ongoing investigation of student understanding in several introductory engineering courses at Hamburg University of Technology. Preliminary results from a first-year electrical engineering course indicate that many students did not gain a conceptual understanding of the material. Some students had difficulty interpreting graphical representations of information or displayed a lack of understanding of basic principles. Specific examples concerning load lines and three-phase systems are used to illustrate how general findings from physics education research can guide investigations of student understanding and the development of curriculum in an introductory engineering context.
Physics Education Research Conference 2006
Part of the PER Conference Invited Paper series
Syracuse, New York: July 26-27, 2006
Volume 883, Pages 22-25
Subjects ADS Supplements Resource Types
Education - Applied Research
- Pedagogy
Education - Basic Research
- Cognition
General Physics
- Physics Education Research
Other Sciences
- Engineering
- Reference Material
= Research study
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Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.2508682
Access Rights:
Available for purchase
Restriction:
© 2006 American Institute of Physics
DOI:
10.1063/1.2508682
PACSs:
01.40.Fk
01.40.gb
Keywords:
PERC 2006, cognition, conceptual understanding, engineering education, teaching methods
Record Creator:
Metadata instance created June 4, 2007 by Shawn Weatherford
Record Updated:
July 16, 2013 by Lyle Barbato
Last Update
when Cataloged:
January 30, 2007
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
C. Kautz, presented at the Physics Education Research Conference 2006, Syracuse, New York, 2006, WWW Document, (http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5251&DocID=2113).
AJP/PRST-PER
C. Kautz, Physics Education Research in an Engineering Context presented at the Physics Education Research Conference 2006, Syracuse, New York, 2006, <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5251&DocID=2113>.
APA Format
Kautz, C. (2006, July 26-27). Physics Education Research in an Engineering Context. Paper presented at Physics Education Research Conference 2006, Syracuse, New York. Retrieved August 1, 2014, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5251&DocID=2113
Chicago Format
Kautz, Christian. "Physics Education Research in an Engineering Context." Paper presented at the Physics Education Research Conference 2006, Syracuse, New York, July 26-27, 2006. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5251&DocID=2113 (accessed 1 August 2014).
MLA Format
Kautz, Christian. "Physics Education Research in an Engineering Context." Physics Education Research Conference 2006. Syracuse, New York: 2006. 22-25 Vol. 883 of PER Conference Invited Paper. 1 Aug. 2014 <http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5251&DocID=2113>.
BibTeX Export Format
@inproceedings{ Author = "Christian Kautz", Title = {Physics Education Research in an Engineering Context}, BookTitle = {Physics Education Research Conference 2006}, Pages = {22-25}, Address = {Syracuse, New York}, Series = {PER Conference Invited Paper}, Volume = {883}, Month = {July 26-27}, Year = {2006} }
Refer Export Format

%A Christian Kautz
%T Physics Education Research in an Engineering Context
%S PER Conference Invited Paper
%V 883
%D July 26-27 2006
%P 22-25
%C Syracuse, New York
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5251&DocID=2113
%O Physics Education Research Conference 2006
%O July 26-27
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Kautz, Christian
%D July 26-27 2006
%T Physics Education Research in an Engineering Context
%B Physics Education Research Conference 2006
%C Syracuse, New York
%V 883
%P 22-25
%S PER Conference Invited Paper
%8 July 26-27
%U http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5251&DocID=2113


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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