Generally teachers are likely to think like this: The students get a deep understanding of the content during class by assignment studying or individual studying. And they gradually grasp the structural relation of the whole contents of study by problem-solving as time goes by. But it is only teachers` strong hope. In other words it is difficult for the students to understand the pre and post relation or the whole relation that are used to problem-solving or right answer-oriented teaching. In this regards, the Learning Element Structure Chart was used in order to increase the students` structural thinking ability which helps the students grasp the learning substance as a whole. For this study particularly, two classes with 80 students each in the second year of technological high school were used for eight months.