The present study was conducted to investigate primary school teachers' awareness of cognitive theories and their application in the teaching process in Chabahar city. The research method was descriptive and correlational. The statistical population included all primary school teachers in Chabahar city (400 people), and the sample size was 196 people, calculated using the Cochran's formula. Data collection tools in this study were two researcher-made questionnaires along with an observation checklist form for observing teachers' performance in using inspirations derived methods from cognitive theories in teaching. The reliability of the questionnaire in the present study was calculated at 0.84 by Cronbach's alpha method. Based on the results of the research hypothesis, primary school teachers' awareness of cognitive theories in Chabahar city is lower than the average level, meaning the average scores of teachers in this course in relation to cognitive theories in children's cognitive theories test is less than 10. The results also showed that the application of cognitive theories in the classroom and teaching process happens mostly in the field of information processing theory, and it happens the least in the field of metacognitive theory. Passing in-service training courses, level of education and field of study (educational sciences and disciplines related to students' education) have been considered effective in the level of awareness and information of teachers and using students' cognitive theories.
