Aim
The aim of the Health Physics master's program is to train qualified medical physicists who have international level knowledge and skills in the field of medical physics, equipped with high level theoretical and practical knowledge.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) Result, Certificate of English ProficiencyGraduation Requirements
Students who have succesfully complete all of the courses,a seminar and a thesis who have taken the 90 to 120 ECTS have a right to receive a diploma.Recognition of Prior Learning
Bachelor of Science in physics, physics engineering and nuclear energy engineeringLesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| SFZY1130480 | RADIOBIOLOGY | Turkish | 4 | 4 | 12 | |
| SFZY1130490 | RADIATION PHYSICS | Turkish | 4+4 | 6 | 16 | |
| SFZY1110438 | BIOSTATISTICS | Turkish | 3 | 3 | 8 | |
| SFZY1115720 | ANATOMY | Turkish | 2 | 2 | 6 | |
| SFZY1150160 | RADIATION ONCOLOGY | Turkish | 2 | 2 | 6 | |
| SFZY1150170 | MEDICAL IMAGING | Turkish | 1 | 1 | 4 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| SFZY1215820 | SEMINAR | Turkish | - | 4 | ||
| SFZY1230530 | PHOTON ELECTRON DOSIMETRY | Turkish | 4+4 | 6 | 16 | |
| SFZY1230540 | RADIATION PROTECTION | Turkish | 3 | 3 | 12 | |
| SFZY1214014 | HOW to PREPARE a SCIENTIFIC RESEARCH PROJECT | Turkish | 2 | 2 | 6 | |
| SFZY1250170 | MEDICAL IMAGING | Turkish | 1 | 1 | 4 | |
| SFZY1247420 | NUCLEAR MEDICINE PHYSICS | Turkish | 1 | 1 | 4 | |
| SFZY1250150 | RADIOTHERAPY APPLICATIONS | Turkish | 2 | 2 | 6 | |
Program Qualification
Theoretical, Factual
Has the essential knowledge about the structure and functioning of the radiation emitting machines used in radiation oncology, nuclear medicine and radiology.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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1- Having up-to-date knowledge at the level of expertise in the field of health based on undergraduate level competencies, develops and deepens them.
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1 - Has the essential knowledge about the structure and functioning of the radiation emitting machines used in radiation oncology, nuclear medicine and radiology. 2 - Able to follow and implement daily, weekly and monthly quality control programs of radiation emitting machines. 3 - Able to do the acceptance and commissioning of new machines. |
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2- Understanding the interaction between the disciplines that it is related to in the field of health.
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8 - Uses the communication and computer technology effectively in theoretical and practical studies. 7 - Able to evaluate all new information regarding the field and associate them based on available knowledge. 11 - Able to do the planning of clinical implementation without giving harm to staff and patient. |
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3- Having advanced knowledge about other technological tools including computers and devices specific to the field at the level required by the health field.
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11 - Able to do the planning of clinical implementation without giving harm to staff and patient. 6 - Able to participate fields research teams; individually undertake the responsibility of the work assigned and perform it independently. 4 - Able to the treatment planning of patients. |
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5- Having knowledgeable about statistical methods used continuously in studies conducted in the field of health.
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8 - Uses the communication and computer technology effectively in theoretical and practical studies. 7 - Able to evaluate all new information regarding the field and associate them based on available knowledge. 6 - Able to participate fields research teams; individually undertake the responsibility of the work assigned and perform it independently. |
| SKILLS | |
| Cognitive, Practical | |
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1- Having the ability to use, develop and deepen the theoretical and practical knowledge it has acquired at the level of expertise in its field.
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3 - Able to do the acceptance and commissioning of new machines. 4 - Able to the treatment planning of patients. 2 - Able to follow and implement daily, weekly and monthly quality control programs of radiation emitting machines. |
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2- Integrating the information it has in the field of health with information from different disciplines and interpreting it to create new information, analysing and synthesising it using different research methods and offering solutions.
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6 - Able to participate fields research teams; individually undertake the responsibility of the work assigned and perform it independently. 8 - Uses the communication and computer technology effectively in theoretical and practical studies. |
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3- Publishing the report of the research he /she has done/participated in and publishes it in a nationally/internationally accepted refereed journal or presents it in a scientific meeting.
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4 - Able to the treatment planning of patients. 7 - Able to evaluate all new information regarding the field and associate them based on available knowledge. |
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4- Performing the necessary examination by using the devices and devices specific to the field with other technological tools including computer at the level required by the health field and solves the problems and problems.
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6 - Able to participate fields research teams; individually undertake the responsibility of the work assigned and perform it independently. 3 - Able to do the acceptance and commissioning of new machines. 8 - Uses the communication and computer technology effectively in theoretical and practical studies. |
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5- Using information and communication technologies related to its field.
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7 - Able to evaluate all new information regarding the field and associate them based on available knowledge. 9 - Able to present theoretical or research data orally or written. |
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6-The ability to choose, calculate and interpret the correct statistical methods while conducting research on his/her field.
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8 - Uses the communication and computer technology effectively in theoretical and practical studies. 6 - Able to participate fields research teams; individually undertake the responsibility of the work assigned and perform it independently. |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Constructing issues that require expertise in the field of health, offering solutions, solving problems, evaluating the results obtained and applying them when necessary.
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5 - Able to be a radiation safety officer of the institute. 7 - Able to evaluate all new information regarding the field and associate them based on available knowledge. |
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2- Developing solution proposals and produces solutions by taking responsibility in case of unforeseen complex situations in health field-related issues.
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6 - Able to participate fields research teams; individually undertake the responsibility of the work assigned and perform it independently.
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3- Carrying out studies related to the health field independently and/or as a team.
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10 - Adheres to ethical values and behaves according to dynamics of social responsibility.
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2- Performing statistical analysis at a level that can evaluate a scientific article.
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8 - Uses the communication and computer technology effectively in theoretical and practical studies. 9 - Able to present theoretical or research data orally or written. |
| Learning Competence | |
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1- Evaluating information about the health field with a critical approach and directs learning.
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7 - Able to evaluate all new information regarding the field and associate them based on available knowledge.
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2- Performing statistical analysis at a level that can evaluate a scientific article.
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9 - Able to present theoretical or research data orally or written.
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3- Following evidence-based practices and conducting research that will create evidence in his/her field about professional practices.
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8 - Uses the communication and computer technology effectively in theoretical and practical studies. 7 - Able to evaluate all new information regarding the field and associate them based on available knowledge. |
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4- Applying the principles of advanced professional development and lifelong learning related to the health field in his/her studies.
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6 - Able to participate fields research teams; individually undertake the responsibility of the work assigned and perform it independently.
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| Communication and Social Competence | |
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1- ingand shares his/her knowledge in the field of health, current developments and his/her own works in a systematic way in writing, verbally and visually with groups in the same field or outside.
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9 - Able to present theoretical or research data orally or written.
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2- Examining the social relations in the professional and professional environment and the norms that guide these relationships from a critical perspective and does what is necessary to improve them.
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10 - Adheres to ethical values and behaves according to dynamics of social responsibility.
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3- Establishing verbal and written communication by using a foreign language at least at European Language Portfolio C1 General Level.
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9 - Able to present theoretical or research data orally or written.
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4- Having knowledge about computer software and communication technologies at the level required by the health field and uses them at an advanced level.
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8 - Uses the communication and computer technology effectively in theoretical and practical studies.
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| Field-based Competence | |
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1- Developing strategies and policies on health-related issues and interprets implementation plans and evaluates the results obtained within a scientific and ethical framework.
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10 - Adheres to ethical values and behaves according to dynamics of social responsibility. 8 - Uses the communication and computer technology effectively in theoretical and practical studies. 9 - Able to present theoretical or research data orally or written. |
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2- Observing social, scientific and ethical values during the collection, interpretation and announcement of data related to the health field and teaches these values.
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9 - Able to present theoretical or research data orally or written. 10 - Adheres to ethical values and behaves according to dynamics of social responsibility. |
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3- Applying the knowledge and problem-solving abilities it absorbs in the field of health in interdisciplinary studies.
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11 - Able to do the planning of clinical implementation without giving harm to staff and patient. 10 - Adheres to ethical values and behaves according to dynamics of social responsibility. 9 - Able to present theoretical or research data orally or written. |
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4- Evaluating current developments in the field of health in line with national values and country facts, including children and families, which are the basic units of the society.
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10 - Adheres to ethical values and behaves according to dynamics of social responsibility. 9 - Able to present theoretical or research data orally or written. |
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5- Developing strategy, policy and implementation plans on issues related to the health field and evaluates the results obtained within the framework of quality processes.
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7 - Able to evaluate all new information regarding the field and associate them based on available knowledge. 2 - Able to follow and implement daily, weekly and monthly quality control programs of radiation emitting machines. |
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6- Contributing to national and international health policy studies on taking health further.
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10 - Adheres to ethical values and behaves according to dynamics of social responsibility. 9 - Able to present theoretical or research data orally or written. 7 - Able to evaluate all new information regarding the field and associate them based on available knowledge. |
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6-Having experience in working with other health disciplines.
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6 - Able to participate fields research teams; individually undertake the responsibility of the work assigned and perform it independently. 10 - Adheres to ethical values and behaves according to dynamics of social responsibility. |
Employment Opportunities
They can work as health physicists in radiation oncology, nuclear medicine and radiology departments. In addition, they can be appointed as research or teaching assistants to higher education institutions, provided that they pass the Academic Personnel and Graduate Education Examination (ALES) and foreign language exams. They can continue their doctorate.Upgrading
Gains the right to apply to doctoral programs.Type of Training
Full TimeAssessment and Evaluation
Assessment is through written examinations, oral examinations or in-class presentations, projects and/or written assignments and reports. The minimum grade for the Master's program is 65. Out of a total of 100 points, the success rate of the midterm exam is 50% and the success rate of the general exam is 50%.Head of Department/Program
Learning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
|---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Experimental Technique | Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment. | Laboratory, workshop, application areas, computer software, standard classroom technologies. |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Oral Exam | It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific. | Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales |
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| ANATOMY | 4 | 0 | 0 | 2 | 0 | 1 | 0 | 0 | 3 | 1 | 5 |
| BIOSTATISTICS | 0 | 0 | 0 | 0 | 0 | 2 | 2 | 3 | 4 | 0 | 0 |
| HOW to PREPARE a SCIENTIFIC RESEARCH PROJECT | 0 | 0 | 0 | 0 | 0 | 5 | 4 | 4 | 3 | 4 | 0 |
| MEDICAL IMAGING | 5 | 2 | 3 | 3 | 1 | 0 | 3 | 3 | 2 | 2 | 3 |
| NUCLEAR MEDICINE PHYSICS | 5 | 4 | 3 | 5 | 4 | 5 | 5 | 5 | 0 | 2 | 5 |
| PHOTON ELECTRON DOSIMETRY | 3 | 5 | 5 | 3 | 1 | 2 | 4 | 3 | 3 | 2 | 2 |
| RADIATION ONCOLOGY | 4 | 2 | 2 | 3 | 4 | 3 | 4 | 4 | 4 | 2 | 5 |
| RADIATION PHYSICS | 5 | 5 | 5 | 4 | 3 | 2 | 4 | 2 | 3 | 2 | 4 |
| RADIATION PROTECTION | 5 | 3 | 4 | 3 | 5 | 5 | 5 | 4 | 5 | 5 | 5 |
| RADIOBIOLOGY | 5 | 2 | 2 | 3 | 5 | 3 | 5 | 3 | 4 | 5 | 5 |
| RADIOTHERAPY APPLICATIONS | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| SEMINAR | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 5 | 0 |
| İlişkili Ders Sayısı / 12/12 | 41 | 28 | 29 | 31 | 28 | 33 | 41 | 36 | 41 | 35 | 39 |
Surveys for Students
| Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
|---|---|---|---|---|---|---|
| Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
| Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
| Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
| Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
| Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
| Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
| Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
| Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
| Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
| Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
| Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
| Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
| Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
| Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
| Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
| Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
| Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
| Ders güncel konu ve konuklarla desteklenir. | ||||||
| Yukarıdaki sorular dışında iletmek istedikleriniz |