Explain the context-based approach in the sixth grade experimental science curriculum

The present study was conducted with the aim of explaining the context-based approach in the sixth grade experimental sciences curriculum and in terms of applied purpose, it is descriptive in terms of data collection and survey in terms of type of research. The statistical population includes 750 sixth grade primary school teachers in Tehran. The sample size was determined by Krejcie-Morgan table, 256 people were determined by simple random sampling method. A standard questionnaire of 34 questions was used to collect data. The validity of the questionnaire was confirmed by experts with face validity and the reliability of the questionnaire was confirmed using Cronbach's alpha coefficient (0.86). The results showed that in the implementation of the sixth grade experimental science curriculum with context-based approach, the possibility of meaningful learning, gaining scientific competence, creating real opportunities for problem solving, creating the necessary ground for growth and development of scientific arguments and establishing communication between their four areas. Creator, creation and creation are provided, but the possibility of evaluation as a process is not provided for students and this approach has not involved students in group work.