Abstract:

The student-centered teaching process aimed at lifelong learning and basic skills is aimed at the student’s active participation not only at the level of knowledge, but also at higher levels such as analysis, synthesis and evaluation. In other words, the student is aimed at having the highest level of skills, such as analyzing a content, restructuring, problem solving, producing new and original ideas. Student-centered education at all levels will ensure that the objectives set are achieved in a short time. Therefore, the course given in higher education also includes student-centered practices, it is necessary for the development of the human profile that age requires. So how can student-centered course practices in higher education be established in such a way that will both develop lifelong learning and gain basic skills? The main problem of the work was this question. Research is a situation study on geographical discoveries and New World Geography course at the Department of Geography of the Chankri Karatekin University School of Literature, which begins with students studying in normal and night teaching in the 2014-2015 academic year, in the 2016-2017 period and in the 2017-2018 academic year, repeated, student-centered course practice. Data collection tools are participating observation information forms, student task papers and student course evaluation papers. First of all, with student-centered course activities, appropriate measurement assessment methods are designed. The application prepared in such a way that will include a period of 10 weeks, is evaluated both in the course and in the result. At the end of the period, the students were asked to evaluate the lesson in exchange for an open end question. According to this, the students received opinions on the development of their talks, writing, thinking and reading skills in the classroom, more permanently they learned.

Keywords: