Aim
Child Development Department will be able to diagnose and evaluate the development of 0-18 age group children and adolescents with normal development, special needs, acute and chronic diseases, in need of protection and under developmental risk, who will take part in health and social areas, and provide family counseling, developmental support programs. It aims to raise child developmentalists who can prepare and apply technological and scientific methods and techniques, adopt an eclectic approach and adhere to ethical values.Qualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
Students must have successfully graduated from high schools (or equals). The placements are done following the rules of Turkish Higher Education Council (YÖK) respect to the scores obtained from the nation-wide Student Selection and Placement (YKS). Student register to programmes on the days declared by the Rectorship Students should have earned a high school or an equivalent diploma and sufficient score on nation-wide Student Selection and Placement (YKS). Admission is based on the scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, Quota and conditions are announced on our University’s website.Graduation Requirements
Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.Recognition of Prior Learning
Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.Lesson Plan - AKTS 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 |
| ÇGL1113730 | INTRODUCTION to CHILD DEVELOPMENT I | Turkish | 3 | - | 6 | |
| ÇGL1113740 | FAMILY LIFE CYCLE and FAMILY RELATIONS | Turkish | 2 | - | 2 | |
| ÇGL1171050 | GENERAL ANATOMY | Turkish | 2 | - | 4 | |
| ÇGL1115000 | COMMUNICATION in HEALTH SERVICES | Turkish | 2 | - | 2 | |
| ÇGL1182330 | MEDICAL BIOLOGY and GENETICS | Turkish | 3 | - | 4 | |
| ÇGL1114110 | INTRODUCTION to SOCIOLOGY | Turkish | 2 | - | 2 | |
| ÇGL1182320 | ANATOMY I | Turkish | 2+2 | - | 4 | |
| ATA1110800 | HISTORY of the TURKISH REPUBLIC I | Turkish | 2 | - | 2 | |
| İNG1111200 | ENGLISH I | English | 4 | - | 4 | |
| TDL1110200 | TURKISH LANGUAGE I | Turkish | 2 | - | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| ÇGL1211800 | INFORMATION TECHNOLOGIES and TOOLS I | Turkish | 2 | - | 2 | |
| ÇGL1213750 | CHILD DEVELOPMENT II | Turkish | 3 | - | 6 | |
| ÇGL1271060 | INTRODUCTION to ANTROLOPOGY | Turkish | 2 | - | 4 | |
| ÇGL1216000 | MEDICAL FIRST AID | Turkish | 2 | - | 2 | |
| ÇGL1217000 | BEHAVIORAL SCIENCES | Turkish | 2 | - | 2 | |
| ÇGL1282310 | PHYSIOLOGY | Turkish | 3 | - | 4 | |
| ÇGL1210700 | ANATOMY II | Turkish | 2+2 | - | 4 | |
| ATA1210000 | HISTORY of the TURKISH REPUBLIC II | Turkish | 2 | - | 2 | |
| İNG1211300 | ENGLISH II | English | 4 | - | 4 | |
| TDL1220000 | TURKISH LANGUAGE II | Turkish | 2 | - | 2 | |
Program Qualification
Theoretical, Factual
Employment Opportunities
Graduates can work in public institutions, private sector, research institutes or universities.Upgrading
Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.Type of Training
Full TimeAssessment and Evaluation
Success in a course is determined by the course grade. The course success grade is obtained by evaluating the student's success in midterms and homework that replaces the midterm exam, applied studies, group work and similar studies, and the general exam together. A student who does not get at least 50 points in the general exam, valid for all courses, is considered unsuccessful in that course. In order to be successful in the course, it is necessary to have at least 60 points or a success coefficient of 2.27 at the end of the semester.Head of Department
Prof.Dr. Arzu YÜKSELENTeaching Methods
Teaching - learning methods and strategies are selected in such a way as to increase the skills of the students such as self - study, lifelong learning, observation, teaching to others, critical thinking, team work, effective use of information. It is also noted that the teaching style is designed to support students with different abilities. The teaching methods used in the program are given in the following list **:
Education Teaching Procedure * | Learning Activities | Tools Used |
|---|---|---|
Lecture | Listening and understanding | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
Brainstorming | Listening and understanding, observing/processing situations, critical thinking, development, teamwor | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
Seminar | Learn to transferring one subject an audience by preparing presentations on various subjects and to speaking in front of the public. | Standard classroom technologies, multimedia tools, projector, computer |
Case study | Ability to interpret the case report | |
Experiment / Laboratory | Performance experiments, support visual learning and develop manual skills. | Laboratory, Laboratory equipment and tools |
Self-Study | Investigation of details within the scope of the lecture or similar subjects | Investigation of details within the scope of the lecture or computer, textbook/ supplementary books, databases of similar subjects |
Problem solving | Pre-planned special skills | |
Project Based Learning | Describing the subject, determining the methods to be used and interpreting the results | databases, books |
Reflective Thinking | Supporting learning by an active, persistent, and careful consideration of a belief or supposed form of knowledge | |
Case Study | Pre-planned special skills | |
Concept map | ||
Question - Answer | Interactive brainstorming with question-answer | Standard classroom technologies, multimedia tools, projector, computer |
Discussion | Listening and understanding, observation/processing situations, critical thinking, question development | Standard classroom technologies, multimedia tools, projector, computer |
Exercise, Practice | Research and lifelong learning, writing, reading, critical thinking and application | Laboratory, standard classroom technologies, multimedia tools, projector, computer |
Demonstration | Field trip, demonstration of the subjects/techniques learned in the lectures and visits at the facilities. | Mannequin, laboratory equipment and device |
Role Model, Making an example | Supporting learning by seeing | Video, film, databases |
Role Play | Supporting learning by creating related situation | Standard classroom technologies, special equipment |
Teamwork | Realization of projects, assignments and experiments, learning, gaining teamwork skills | Standard classroom technologies, library |
Simulation | Supporting learning by the imitation of the operation of a real-world process or system over time | Computer models, virtual reality tools |
Written Exam | Research – lifelong learning, processing situations, question development, interpretation | |
Oral Exam | Research – lifelong learning, processing situations, question development, interpretation, presentation | |
Homework | Research – lifelong learning, writing, reading, Informatics | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Project / Design | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Quiz | Learning, processing context/states, learning questions, interpreting | |
Performance task | Project-based presentation techniques | Presentation, smart board, projector, computer. |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ANATOMY I | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 |
| ANATOMY II | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 | 0 | 0 | 0 | 1 | 0 |
| APPLICATIONS of COMMUNITY SERVICE | 4 | 5 | 3 | 5 | 4 | 3 | 5 | 5 | 5 | 4 | 4 | 5 | 5 | 5 | 5 |
| AUTISM | 5 | 5 | 5 | 0 | 5 | 0 | 0 | 5 | 5 | 0 | 5 | 0 | 0 | 0 | 0 |
| BEHAVIORAL PROBLEMS and MANAGEMENT | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 0 |
| BEHAVIORAL SCIENCES | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 2 | 0 |
| BIOISTATISTICS | 2 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 |
| BRAIN DEVELOPMENT | 5 | 5 | 5 | 3 | 2 | 3 | 3 | 3 | 5 | 3 | 3 | 3 | 4 | 2 | 2 |
| CHILD and CRIME | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 5 | 0 | 0 | 5 | 5 | 5 | 0 | 0 |
| CHILD and MUSIC | 5 | 0 | 5 | 5 | 5 | 0 | 0 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 |
| CHILD DEVELOPMENT II | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 3 | 5 | 4 | 3 |
| CHILD HEALTH and DISEASES | 5 | 0 | 0 | 5 | 0 | 0 | 5 | 0 | 0 | 5 | 5 | 5 | 5 | 0 | 0 |
| CHILD RIGHTS and LAW | 5 | 5 | 0 | 0 | 0 | 0 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| CHILD with PICTURES | 4 | 4 | 4 | 1 | 2 | 3 | 1 | 0 | 3 | 4 | 4 | 0 | 0 | 0 | 0 |
| CHILDREN and PLAY | 4 | 4 | 3 | 3 | 4 | 3 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 2 | 2 |
| CHILDREN in HOSPITAL and HEALTH INSTITUTIONS | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 0 |
| CHILDREN in TURKISH SOCIETY and DIFFERENT CULTURES | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 0 |
| CHILDREN, ART and CREATIVITY | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 5 | 0 | 0 | 5 | 5 | 0 | 0 | 0 |
| CHILDREN'S LITERATURE | 5 | 4 | 3 | 4 | 5 | 4 | 3 | 5 | 4 | 5 | 5 | 5 | 4 | 2 | 2 |
| COGNITIVE DEVELOPMENT | 5 | 0 | 5 | 5 | 0 | 0 | 5 | 0 | 0 | 5 | 5 | 0 | 5 | 0 | 0 |
| COMMUNICATION in HEALTH SERVICES | 0 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 2 | 0 | 0 | 1 | 1 | 1 | 1 |
| COMMUNICATION with CHILDREN | 4 | 4 | 3 | 3 | 3 | 4 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 2 | 2 |
| CREATIVE DRAMA | 5 | 0 | 5 | 5 | 5 | 0 | 0 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 |
| DEVEL. ASSESSMENT, DIAGNOSIS and SCREENING II | 0 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 |
| DEVELOP. ASSESSMENT and OBSERVATION TECHN. | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 5 | 0 | 5 |
| DEVELOP. ASSESSMENT, DIAGNOSİS and SCREENING I | 0 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 5 | 5 | 0 |
| DEVELOPMENT TEORIES | 5 | 5 | 5 | 5 | 3 | 5 | 3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| DEVELOPMENTAL and SUPPORT PROGRAMS in SCHOOL AGE and ADOLESCENCE | 4 | 4 | 5 | 4 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 0 | 0 |
| DEVELOPMENTAL DIAGNOSIS and ASSESSMENT METHODS | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 5 |
| DEVELOPMENTAL PSHYCOLOGY II | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 3 | 2 |
| DEVELOPMENTAL PSYCHOLOGY I | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 2 | 1 |
| DEVELOPMENTAL PSYCHOPATHOLOGY | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 0 |
| DEVELOPMENTAL SUPPORT PROGRAM in INFANCY | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 |
| DEVELOPMENTAL SUPPORT PROGRAM in PRESCHOOL EDU. | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 |
| EARLY INTERVENTION I | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 |
| EARLY INTERVENTION II | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 5 | 0 |
| EDUCATIONAL APPROACHES | 5 | 3 | 3 | 3 | 2 | 4 | 5 | 5 | 3 | 3 | 5 | 5 | 4 | 4 | 3 |
| ENGLISH III | 0 | 1 | 0 | 4 | 1 | 0 | 1 | 0 | 0 | 3 | 0 | 0 | 0 | 1 | 0 |
| ENGLISH IV | 0 | 1 | 0 | 4 | 1 | 0 | 1 | 0 | 0 | 3 | 0 | 0 | 0 | 1 | 0 |
| FAMILY COUNSELING | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 5 | 5 |
| FAMILY LIFE CYCLE and FAMILY RELATIONS | 5 | 5 | 2 | 5 | 5 | 4 | 3 | 3 | 3 | 3 | 5 | 2 | 3 | 2 | 4 |
| FAMILY PLANNING EDUCATION | 5 | 0 | 0 | 0 | 5 | 0 | 5 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 5 |
| FİELDWORK in HEALTH İNSTITUTIONS | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 5 | 5 | 5 | 5 | 5 |
| GENERAL ANATOMY | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 |
| HEALTH and ETHICS | 1 | 1 | 0 | 0 | 2 | 1 | 3 | 4 | 3 | 3 | 1 | 4 | 4 | 5 | 2 |
| HEARING IMPAIRMENT | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 5 | 0 | 5 |
| INDIVIDUALIZED EDUCATION PROGRAM | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 5 |
| INFANCY PRACTICE | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 5 | 5 | 5 | 0 | 0 | 5 | 0 |
| INFORMATION TECHNOLOGIES and TOOLS I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 3 | 0 | 0 | 0 | 0 | 0 |
| INTRODUCTION to ANTROLOPOGY | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 |
| INTRODUCTION to CHILD DEVELOPMENT I | 5 | 4 | 5 | 4 | 4 | 3 | 4 | 2 | 4 | 2 | 4 | 3 | 3 | 2 | 4 |
| INTRODUCTION to SOCIOLOGY | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 5 | 0 | 1 | 0 | 3 | 1 |
| KIDS YOGA | 5 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 5 | 5 | 5 | 0 | 0 | 0 |
| LANGUAGE DEVELOPMENT | 5 | 0 | 5 | 5 | 0 | 0 | 5 | 0 | 0 | 5 | 5 | 0 | 5 | 0 | 0 |
| LEARNING DIFFICULTIES | 0 | 0 | 5 | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 |
| MAINSTRAMING | 5 | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 5 | 0 | 0 |
| MEDICAL BIOLOGY and GENETICS | 5 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 5 | 0 | 0 | 0 | 0 | 0 |
| MENTAL DISORDER | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 0 |
| MOTHER and CHILD NUTRITION | 5 | 0 | 0 | 0 | 5 | 0 | 5 | 5 | 0 | 0 | 5 | 5 | 0 | 0 | 0 |
| NEUROLOGICAL DEVELOPMENT | 4 | 4 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 2 | 4 | 2 | 2 |
| OCCUPATIONAL REGULATION and MANAGEMENT | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 5 | 0 | 0 | 5 | 5 | 5 |
| PHYSICAL DISABİLİTY | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 0 |
| PHYSICAL GROWTH and MOTOR DEVELOPMENT | 3 | 5 | 4 | 5 | 4 | 4 | 5 | 5 | 4 | 2 | 4 | 3 | 5 | 3 | 4 |
| PHYSIOLOGY | 1 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 |
| PRESCHOOL PRACTICE | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 5 | 5 | 5 | 0 | 0 | 5 | 0 |
| PRESENTATION TECHNIQUES | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 |
| PROGRAM DEVELOPMENT in EARLY CHILDHOOD PERIOD | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 5 | 5 | 0 | 5 | 5 | 0 | 0 | 0 |
| RESEARCH METHODS | 5 | 5 | 0 | 0 | 5 | 0 | 0 | 5 | 5 | 5 | 5 | 0 | 5 | 0 | 0 |
| SEMINAR | 5 | 5 | 0 | 0 | 0 | 5 | 0 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 0 |
| SENSORY DEVELOPMENT in INFANCY | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 5 | 0 | 5 | 0 | 0 |
| SOCIAL DEVELOPMENT | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 5 | 3 | 4 |
| SPECIAL EDUCATION PRACTICES I | 0 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 5 | 0 |
| SPECIAL EDUCATION PRACTICES II | 0 | 0 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 5 | 0 |
| SPECIAL TALENTED CHILDREN | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 0 |
| SUMMER PRACTICES | 5 | 5 | 5 | 0 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| THESIS STUDY | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 5 | 5 |
| VISUAL IMPAIRMENT | 0 | 0 | 5 | 5 | 5 | 5 | 0 | 0 | 5 | 0 | 5 | 0 | 5 | 0 | 0 |
| İlişkili Ders Sayısı / 77/82 | 282 | 246 | 252 | 256 | 248 | 209 | 235 | 259 | 271 | 275 | 296 | 173 | 166 | 123 | 104 |
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 |