Özet:

After the transition to the student-based learning understanding, many research on the various aspects of the structuring approach is carried out. Most of these studies suggest that the structural approach used in the courses has a positive impact on the learning of students according to the teacher-centered approach, so teachers recommend using student-centered approaches. However, such research, which has mostly quantitative and experimental characteristics, often emphasizes the results, not falling into the details of how the "process" is structured in the course and their stages according to the research method. This research was developed on the basis of action (action) research, which, unlike quantitative and theoretical methods, provides geography teachers a guide and example of how to structure a geography course and how to design their activities. The study was designed and implemented by the researcher for 9th classes in the Kütahya Nafi Güral Science High School during the 2008-2009 educational year. In the study of the 9th class program "A.9.14. A course on the subject of "cremes" in the context of the achievement explains the formation processes of internal and external forces has been designed and applied in the class. The course is designed in the Geography Teaching Program A.9.14. The aim is to develop the "Geographical Survey Skills" from the skills written in front of it for gain. During the course of 2 hours of study, the 5 N 1 K technique (What, Where, When, Why, How, Who) has been integrated with a collaborative learning approach in order to develop the relevant skills in students. Therefore the course design process is structured by focusing on two points: 1. Students’ focus, 2. Developing geographical skills.

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