The effect of Teaching based on Social Constructivism on the Academic Achievement, Critical Thinking and Academic Achievement Motivation of students in the sixth grade of elementary school

The present study aimed at evaluating thinking and lifestyle curriculum based on Francis Klein`s theory from the perspective of thinking and lifestyle teachers and students. The research method was descriptive-analytical. For collecting data, library information, articles, authoritative scientific sites and semi-structured interview were used. The statistical population was all female students in the sixth grade. Cluster random sampling was used. Research data were obtained through Critical Thinking, Academic Achievement and Motivation tests. The reliability of the tool was calculated using Cronbach's alpha coefficient and its coefficient was 0.91 for critical thinking, 0.92 for academic achievement, and 0.94 for academic achievement. Covariance analysis was used to analyze the data. According to the findings of the research, the damage to the thinking and lifestyle curriculum elements from the perspective of the teachers, the learning activities, the educational materials, evaluation, grouping and time of education, and, from the students' point of view, the learning activities, evaluation, the educational materials, time and space of education.