Views of teachers about effect of primary education?s first level curriculum that improving student?s reflective thinking (Case of Elazig City)

This research was made to determine the effect of primary education?s first level curriculum that improve student?s reflective thinking. In this study as descriptive characteristic, survey method is practiced. At research questionnaire was used as a data collection tool that prepared by researcher and making validity-reliability studies consisting of articles about personal information?s of teachers, views? about benefits from primary education?s first level curriculum that improve student?s reflective thinking and frequency of using methods that improve reflective thinking. Questionnaire was performed to 696 teachers who are working at first level of 50 primary schools that elected by random method from 158 primary schools at Elazıg city center, but 644 questionnaires put in process because of the insufficient filling and random marking. Obtained datas were analysed by SPSS 15.0 for Windows Evaluation Version packet program.In committed analysis results ensure that teachers views? are generally positive about benefits of improving student?s reflective thinking of primary school curriculum. It was determined that teachers agreed with the generally views about benefits of improving student?s reflective thinking of primary school curriculum. In the meantime, it was determined that teachers did not agree with the views about curriculums not containing informations that students use in their daily life; as for that they partly agreed with the view that contents of program do not aim at thinking the students at high level. At findings about teacher?s frequency of using methods that improve reflective thinking determined that teachers use method of asking question in maximum frequency on the other hand they use method of seminar works in minimum frequency. In line with these results made suggestions as explicitly defined ability of thinking at high level, allow practices about improving these abilities together with content, provide to teachers necessary theoretical knowledge, environment, opportunity and processes for improving reflective thinking at students in primary school curriculum.Key words: Primary school curriculum, constructivist-learning approach, reflective thinking