ACADEMIE ROYALE DES SCIENCES D OUTRE-MER BULLETIN DES SEANCES Vol. 4 No. 3 June 2015 pp. 114-120 ISSN: 0001-4176 Corresponding Author: Dr. Zohreh Saadatmand 114 A systematic review of teaching methodology effect and professional qualifications of teachers on critical thinking growth for primary school teaching in the country studies Dr. Zohreh Saadatmand, Zahra Ghaderi Department of Educational Sciences and Psychology, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran Abstract: The present study aimed to investigate teaching methodology effect and professional qualifications of teachers on critical thinking growth for primary school teaching in the country studies through a systematic review. For this purpose 12 studies done in the field of thinking growth in primary school teaching between 1998-2013 in the country level. They were recognized suitable at technical and conceptual level through the search of data centers and referring to universities, research centers and findings and finally after studying and reviewing these researches supra analysis for data analysis were used. The mentioned results were obtained through the use of 1470 data centers. According to accepting standards, 45 studies were investigated and 12 of them were considered to be suitable to be analyzed. The results showed that the calculation of the intended effect in the society among the teaching method on critical thinking growth was %306, the effect of discovery teaching method on critical thinking growth was %547, and problem solving method on critical thinking was % 252 and professional qualification of teacher on critical thinking growth was %135. They were evaluated as high, mid and low based on Cohen effectiveness level of interpretation table. Also the supra analysis showed each of these methods can be effective on the growth of critical thinking of primary level students and thinking teaching and discovery teaching methodology, in comparison to others, were more effective to increase thinking ability of primary school students . Key words: Critical thinking  Systematic review  Teaching methodologies  Teachers' professional qualifications INTRODUCTION These days and more than before, the attitude toward education and training has been led to critical thinking (Mayerz, 1995). So thinking concept with thinking processing meaning starts with questioning step as the platform of critical thinking (Ghazi Moradi 2012). The way of thinking is a vital issue, because the basis of life philosophy for each person is formed by considering that (Shamloo, 2005). Thinking is the ultimate of reasoning by human. The quality of our future life is completely depends on the quality of our thinking. This is a true fact at individual, social and worldwide level (Dobono, 2005). Thinking is the intrinsic component of human growth which turned us to be creative animals (Fisher, 2006). Equipment, abilities and general scene for thinking can be intrinsic, but different ways of understanding the world must be learned (Mayzer, 2007). Thinking would not take place in nothingness nor without motivation aspects, tendencies, desires and needs. It would not take place when thinking is just for thinking, because thinking is in fact more than intrinsic and usual activities (Kardan, 2001). Thinking includes a group of activities that concentration or non-concentration on each of them is generally effective on thinking process which is above them by itself (Shabani, 2007). Based on Older and Paul (1994), critical thinking is the best way to understand the rate of thinking ability of people in management and thinking ability (Hosseini, 2009). Stal defined critical thinking as the permanent and continuous patterns of reasoning (Stal, 1991). One of the problems and preventions for critical thinking growth is the lack of a common definition on this