Content analysis of Persian books, science and social studies sixth grade presuppositions based on constructivist

One of the major theories of learning proposed for improving the quality of learning and is in the contrary of the theories of behaviorism and cognitive learning is the constructivist theory that its presuppositions have been studied in Persian, science and social books of sixth grade. In this study by a nonexisting approach, constructivist presuppositions mentioned in books, reviews, trends and the way of processing these assumptions have been studied. Data have been researched by the method of inductive content analysis of Mayring. Researcher and the research tools are targeted samples of Persian books, science and social studies of the sixth grade. The results show that the triple books, constructivism presuppositions are discussed, but the processing of these assumptions totaly is not outstanding. Also the triple remarked assumptions based on experience, knowledge, and personal interpretations, and creation of meaningful social experiences during social interactions and activity-based pervasive environments have the highest frequency. In the original formulation, is not paid more attention to constructivism. Generally, assumption processing has been devoted to the sectors of activities, situations, selfexamination, worksheets, and dialogues.