Teaching

At Faculty of Science and Science Education, Department of Physics, I am teaching one course namely;

Electronics (3rd Year) and supervising Electronic Lab.

My Philosophy in Teaching

By their very nature, people are inquisitive. The goal of education should be to encourage seeking answers, as it is in this way that we advance. I seek to facilitate this advancement of knowledge, and the main theme of my teaching philosophy is reasoned thought. Whether in the classroom or in meeting groups of the general public, my goal is to encourage thinking in rational ways, so that this can be applied in other, unfamiliar situations. I particularly emphasize learning to think about trends and directions (e.g. increasing this will decrease that), rather than rote memorization of facts.

One of the most important fields in science is Physics. To me; physics not only deals with phenomena that exist in nature and everything that surrounds us, but it also helps us to think more critically and logically about day to day live and how to solve problems efficiently in our lives. To me physics isn’t just about solving quantum mechanical equations, it’s about how quickly and efficiently we can manage our lives and how to advance or way of living. It is my aim to introduce and teach student in such manner so that they can experience this wonderful subject, usually this is done by asking them stimulating question that link the subject to their daily life.

I also realize that knowledge must be paired with action, and so also focus on ethics, responsibility, and applications. Teaching with these themes in mind I hope my students can become responsible adults for whom science is a beautiful, friendly, and useful presence in their lives.

Finally, I aim to encourage a sense of wonderment in the world around us. Although I am a scientist and teach mostly science students, this is not, in my mind, an exclusive club. We are all scientists. We all wonder about the world around us. We must continue to ask the "how?" and "why?" questions in order to advance. Only if answers to these questions continue to come (either from the teacher, or, better yet, through reasoned thought on the part of the one asking), will the questions continue to flow.