The effect of teaching empirical science with the Lesson Study approach on perceived Self-efficacy of teachers and students attitude in first level of high school

This article examines The effect of teaching empirical science with the Lesson Study approach on perceived Self-efficacy of teachers and students attitudes in first level of high school.
This research was carried out using a semi-experimental design with pre-test post-test design. The statistical population of the studyteachers and female students of the eighth grade city of Tehran province- was selected by a multistage cluster sampling method with 120 students (in 4 classes,each class 30 members) and 12 teachers selected by random sampling method and were assigned in two groups called control and exprimental. The teacher's perceived selfefficacy questionnaire was completed by the teachers before the implementation of pre-test. Then, the teacher's training plan was conducted for 5 sessions by selecting 6 topics and performing for 6 weeks in the classroom. Pre-test attitude was taken before the implementation of the second lesson plan by using the student's attitude towards the sciences questionnaire from the experimental group. At the end of the course, the post-test was taken by using of questionnaire. In analyzing data, descriptive statistics (mean, standard deviation) and inferential statistics (covariance analysis) were used.
Findings: The results of the study showed that the teaching of experimental sciences with the Lesson Study approach is effective on perceived selfefficacy of teachers and attitude of first step highschool students.