The general aim of this study is to examine how the 7th grade social studies course, which reflects reflective thinking, is applied to students' cognitive and affective development. Since this study included both quantitative and qualitative methods, a single-sample pretest-posttest based on a complementary mixed model was performed based on an action research model with a weak experimental design. In the quantitative dimension of the study, while the scale and the scale data for reflective thinking are included, the qualitative dimension of the study includes the views of the students about experimental processing and the observation findings of the researcher. In this study, easily accessible case sampling, one of the purposive sampling methods, was used. During the research, learning experiences were prepared within the planned cycles to improve the attitude towards this skill and lesson with the activities prepared within the framework of reflective thinking, and the applications were evaluated according to the results of the observations and activities. According to the obtained results, necessary arrangements have been made and action plans have been arranged and other stages have been started. Thus, the action research was completed by arranging the solutions for the problems encountered in the process. In the research, it was revealed that teaching based on reflective thinking positively affected the development of students' ability to think multidimensionally, thinking about the learning process and self-regulation, as well as contributing to students' obtaining a meaningful and permanent learning experience. At the end of the research, it was concluded that the teaching process carried out within the framework of the reflective thinking-based learning approach developed the reflective thinking skills of the students and increased the students' attitudes towards the Social Studies course in a positive way.