Aim
The aim of the medical imaging techniques program is to train qualified technicians with the knowledge and skills to work in all conventional and digital devices of medical imaging.Qualification Awarded
Short Cycle (Associate'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 TYT scores obtained from 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 who have taken and succeeded in all of the compulsory courses taught in the program, have successfully completed the applications or internships and have completed a total of at least 120 ECTS are eligible to receive a diploma. Graduation success is determined by the overall weighted grade point average.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 - 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 |
TGT1124200 | BASIC ANATOMY | Turkish | 2 | 2 | 3 | |
TGT1124300 | BASIC PHYSIOLOGY | Turkish | 2 | 2 | 3 | |
TGT1124400 | MEDICAL TERMINOLOGY | Turkish | 2 | 2 | 4 | |
TGT1126200 | BASIC PHYSICS | Turkish | 2 | 2 | 4 | |
TGT1178050 | MEDICAL IMAGING I | Turkish | 2 | 2 | 6 | |
TGT1115376 | NATURAL DISASTER and PROTECTION METHODS | Turkish | 2 | 2 | 2 | |
TGT1124500 | FIRST AID | Turkish | 1+1 | 1.5 | 2 | |
TGT1124600 | BUSINESS ETHICS | Turkish | 2 | 2 | 2 | |
TGT1124700 | COMMUNICATION | Turkish | 2 | 2 | 2 | |
TGT1124800 | OCCUPATIONAL SAFETY | Turkish | 2 | 2 | 2 | |
TGT1124900 | BEHAVIORAL SCIENCES | Turkish | 2 | 2 | 2 | |
TGT1121810 | LABORATORY TECHNIQUES and SAFETY | Turkish | 2 | 2 | 2 | |
ATA1110800 | HISTORY of the TURKISH REPUBLIC I | Turkish | 2 | 2 | 2 | |
İNG1110900 | ENGLISH I | English | 2 | 2 | 2 | |
TDL1110200 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
TGT1213772 | MEDICAL RADIATION PHYSICS | Turkish | 2 | 2 | 6 | |
TGT1213773 | RADIATION SAFETY & RADIATION PROTECTION | Turkish | 2 | 2 | 6 | |
TGT1213090 | MEDICAL IMAGING II | Turkish | 2 | 2 | 8 | |
TGT1228200 | RADIOLOGICAL ANATOMY | Turkish | 2 | 2 | 4 | |
TGT1225100 | RESEARCH METHOD & TECHNIQUES | Turkish | 2 | 2 | 2 | |
TGT1225300 | ENVIRONMENTAL PROTECTION | Turkish | 2 | 2 | 2 | |
TGT1225600 | QUALITY MANAGEMENT in HEALTH | Turkish | 2 | 2 | 2 | |
TGT1211800 | INFORMATION TECHNOLOGIES and TOOLS I | Turkish | 2 | 2 | 2 | |
TGT1211250 | CURRENT CHEMICALS & DRUGS | Turkish | 2 | 2 | 2 | |
TGT1215031 | MEDICAL INFORMATION TECHNOLOGIES | Turkish | 2 | 2 | 2 | |
ATA1210000 | HISTORY of the TURKISH REPUBLIC II | Turkish | 2 | 2 | 2 | |
İNG1212000 | ENGLISH II | English | 2 | 2 | 2 | |
TDL1220000 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 |
Program Qualification
Theoretical, Factual
Students have basic theoretical and practical knowledge in the fields of Medical Physics, Radiation Safety, Anatomy, Radiological Anatomy, Medical Imaging and Nuclear Medicine.
The student own knowledge of ethical principles and rules related to their duties and responsibilities.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
KNOWLEDGE | |
Theoretical, Factual | |
1-Havingbasic theoretical and practical knowledge about its field.
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1 - Students have basic theoretical and practical knowledge in the fields of Medical Physics, Radiation Safety, Anatomy, Radiological Anatomy, Medical Imaging and Nuclear Medicine.
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2-Having the knowledge to access, evaluate and apply basic level information about his/her field.
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4 - The student carries out a given task independently using the basic knowledge and skills gained.
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3- Knowledge of ethical principles and rules related to the field.
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9 - The student acts in accordance with laws, regulations, legislations and professional ethics related to individual duties, rights and responsibilities.
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SKILLS | |
Cognitive, Practical | |
1- Using basic theoretical and practical knowledge related to the field.
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4 - The student carries out a given task independently using the basic knowledge and skills gained.
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2- Interpreting and evaluating data using basic knowledge and skills acquired in the field of health, identifying and analyzing problems and taking part/responsibility in studies planned for solution.
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5 - The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning.
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3- Using basic computer programs and related technologies related to the field of health.
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3 - The student takes part in the operation of imaging devices using ionizing and non-ionizing radiation by applying radiation safety procedures and identifies and reports inconsistencies or malfunctions related to these devices.
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COMPETENCIES | |
Ability to work independently and take responsibility | |
1- Carrying out a given task independently by using the basic knowledge it has about the field of health.
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7 - Students perform positioning, which is optimal for imaging and providing optimal comfort for the patient, and chooses the correct beaming factor.
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2- Taking responsibility, individually and as a team member, to solve complex and unpredictable problems encountered in practice related to the field.
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4 - The student carries out a given task independently using the basic knowledge and skills gained.
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3- Carrying out activities for the development of employees within the framework of a project under its responsibility.
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4 - The student carries out a given task independently using the basic knowledge and skills gained.
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Learning Competence | |
1- Evaluating the basic knowledge and skills with a critical approach.
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1 - Students have basic theoretical and practical knowledge in the fields of Medical Physics, Radiation Safety, Anatomy, Radiological Anatomy, Medical Imaging and Nuclear Medicine.
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2- Identifying learning needs and guiding learning.
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2 - The student own knowledge of ethical principles and rules related to their duties and responsibilities.
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3- Has the consciousness of lifelong learning.
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5 - The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning.
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Communication and Social Competence | |
1- Informing the relevant persons and institutions by using the basic knowledge and skills in the field of health, and conveying his/her thoughts and solution suggestions for problems in writing and verbally.
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5 - The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning.
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2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with experts and non-experts.
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5 - The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning.
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3- Contributing to projects and activities for the social environment in which they live with a sense of social responsibility.
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4 - The student carries out a given task independently using the basic knowledge and skills gained.
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4-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.
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5 - The student evaluates the knowledge about his field at a basic level with a critical approach, he designates his learning needs and directs his learning.
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5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.
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6 - Communicates with patients and their relatives in a professional manner, taking into account their cultural sensitivities.
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6-Being sensitive to the events on the agenda of the society and the world related to its field and following the developments.
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7 - Students perform positioning, which is optimal for imaging and providing optimal comfort for the patient, and chooses the correct beaming factor.
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Field-based Competence | |
1- Acting in accordance with social, scientific, cultural and ethical values during the stages of collecting, interpreting, applying and announcing the results of data related to the health field.
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9 - The student acts in accordance with laws, regulations, legislations and professional ethics related to individual duties, rights and responsibilities.
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2- Acting and participating in quality management and processes.
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7 - Students perform positioning, which is optimal for imaging and providing optimal comfort for the patient, and chooses the correct beaming factor.
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3- Having sufficient awareness of individual and public health, environmental protection and occupational safety.
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8 - Students effectively evaluate patient images and take the right steps by identifying out-of-routine situations.
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4- As an individual, he/she is acting in accordance with the laws, regulations, legislation and professional ethics rules related to his/her duties, rights and responsibilities.
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9 - The student acts in accordance with laws, regulations, legislations and professional ethics related to individual duties, rights and responsibilities.
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5- Setting an example to the society with his/her appearance, attitude, attitudes and behaviors.
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7 - Students perform positioning, which is optimal for imaging and providing optimal comfort for the patient, and chooses the correct beaming factor.
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6-Having experience in working with other health disciplines.
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9 - The student acts in accordance with laws, regulations, legislations and professional ethics related to individual duties, rights and responsibilities.
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Employment Opportunities
Graduates of the program can work in university hospitals, public and private treatment institutions and private sector radiology units.Upgrading
Medical Imaging Techniques students or graduates can apply to undergraduate programs (Nursing, Nursing and Health Services, Health Management) announced by the Measurement, Selection and Placement Center (ÖSYM) with the Vertical Transfer Exam (DGS).Type of Training
Full TimeAssessment and Evaluation
The success of a course is determined by the course grade. The course grade is obtained by evaluating the student's achievement in the semester and the general examination together with the midterm exams and midterm exams, applied studies, group work and similar studies. Students who fail to obtain a minimum score of 50 from the general examination will be considered as failures for all courses. To be successful, Dersten must have at least 60 points at the end of the term or 2.27 times the number of successes.Head of Department/Program
Head Of Department
Öğr.Gör. Mehmet Sıddık CEBEProgramme Director
Öğr.Gör. Hüseyin DEMİRLearning 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. |
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. |
Reverse Brainstorming Technique | Identifying problems, sorting problems, classifying problems | Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Care Plan | ||
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 |
Multiple-Choice Exam | ||
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 |
Quiz | It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades. | Worksheets, question bank, question pool, answer key |
Course - Program Competencies Relations
Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
---|---|---|---|---|---|---|---|---|---|
NATURAL DISASTER and PROTECTION METHODS | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 2 |
BASIC ANATOMY | 4 | 0 | 4 | 3 | 3 | 0 | 0 | 0 | 0 |
BASIC PHYSICS | 4 | 0 | 4 | 2 | 4 | 0 | 0 | 0 | 3 |
BASIC PHYSIOLOGY | 2 | 0 | 0 | 1 | 2 | 0 | 0 | 0 | 0 |
BEHAVIORAL SCIENCES | 0 | 0 | 0 | 0 | 3 | 0 | 3 | 3 | 0 |
BUSINESS ETHICS | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
COMMUNICATION | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 |
CURRENT CHEMICALS & DRUGS | 1 | 2 | 0 | 2 | 0 | 0 | 0 | 0 | 0 |
ENGLISH I | 2 | 0 | 2 | 0 | 0 | 3 | 0 | 0 | 0 |
ENGLISH II | 2 | 0 | 2 | 0 | 0 | 2 | 0 | 0 | 0 |
ENVIRONMENTAL PROTECTION | 1 | 1 | 0 | 1 | 4 | 0 | 4 | 5 | 4 |
FIRST AID | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 3 |
FIRST and EMERGENCY AID | 0 | 0 | 0 | 2 | 3 | 0 | 0 | 0 | 3 |
HISTORY of the TURKISH REPUBLIC II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
HISTORY of the TURKISH REPUBLIC I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
INFORMATION TECHNOLOGIES and TOOLS I | 0 | 0 | 5 | 0 | 3 | 3 | 0 | 0 | 0 |
LABORATORY TECHNIQUES and SAFETY | 1 | 1 | 0 | 1 | 4 | 0 | 4 | 5 | 4 |
MEDICAL IMAGING I | 5 | 5 | 4 | 5 | 5 | 4 | 4 | 5 | 5 |
MEDICAL IMAGING II | 5 | 5 | 4 | 5 | 5 | 3 | 4 | 5 | 5 |
MEDICAL IMAGING III | 5 | 5 | 5 | 5 | 3 | 2 | 5 | 2 | 4 |
MEDICAL IMAGING IV | 5 | 5 | 5 | 5 | 3 | 4 | 4 | 2 | 2 |
MEDICAL INFORMATION TECHNOLOGIES | 0 | 0 | 0 | 3 | 0 | 3 | 0 | 0 | 0 |
MEDICAL RADIATION PHYSICS | 4 | 0 | 4 | 2 | 4 | 0 | 0 | 0 | 3 |
MEDICAL TERMINOLOGY | 2 | 2 | 0 | 3 | 4 | 0 | 0 | 0 | 0 |
NUCLEAR MEDICINE I | 5 | 5 | 4 | 5 | 5 | 4 | 5 | 4 | 4 |
NUCLEAR MEDICINE II | 5 | 5 | 4 | 5 | 5 | 3 | 5 | 4 | 4 |
OCCUPATIONAL SAFETY | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 0 |
PARENTERAL ADMINISTRATION | 0 | 2 | 0 | 3 | 4 | 0 | 0 | 0 | 0 |
QUALITY MANAGEMENT in HEALTH | 1 | 3 | 1 | 2 | 4 | 1 | 5 | 3 | 4 |
RADIATION SAFETY & RADIATION PROTECTION | 3 | 5 | 5 | 5 | 2 | 0 | 0 | 0 | 5 |
RADIOLOGICAL ANATOMY | 5 | 5 | 4 | 5 | 5 | 3 | 4 | 4 | 4 |
RESEARCH METHOD & TECHNIQUES | 1 | 2 | 0 | 0 | 2 | 0 | 0 | 0 | 0 |
TURKISH LANGUAGE I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
TURKISH LANGUAGE II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
İlişkili Ders Sayısı / 34/34 | 63 | 58 | 57 | 69 | 77 | 40 | 47 | 46 | 70 |
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 |