The Effect of Teacher's Lesson Study Approach on Student's Critical Thinking

The purpose of this study is to investigate the potential effects of teacher's lesson study approach on the student's critical thinking. To this aim, quasi-experimental method is used and the population include all of the fourth graders in district 2 in Zahedan. The study samples are 60 students who are selected by purposive sampling method from the fourth grade that are divided equally between the experimental and control groups. In this study the standard questionnaire has been used (Facione Critical Thinking). For analysis of data, independent t-test and single one sample t test have been used. The results show that the level of students’ critical thinking in the control group and experimental group are different in the post-test phase. This means that implementation of the lesson study approach could affect the level of critical thinking of students in the experimental group.