Using Tutorials in Introductory Physics on circuits in a German university course: Observations and experiences

Abstract

We describe the implementation of Tutorials in Introductory Physics in a German university course. In particular, we investigate if the conceptual challenges that gave rise to the development of Tutorials are also found among German students, which hurdles to the implementation of Tutorials are encountered in a German context, and how Tutorials are perceived in this different context. To that end, video recordings from workgroup sessions and guided group discussions with students and teaching assistants, as well as interviews with faculty are analysed. It was found that German students enter introductory physics courses with a different set of prior knowledge than their US-American counterparts, which together with implementation hurdles and negative perceptions by students, teaching assistants, and faculty led to the discontinuation of Tutorials after only one semester.