The Role of Physics Education with lesson Study Approach on Teacher Self- Regulation learning and Problem-Solving Perception Students of conservatories

The purpose of this reaserch is to examine the role of physics education with lesson study approach on teacher self- regulation learning and problem-solving perception of the tenth grade of conservatories students of Baharestan City.

This research was carried out using a semi-experimental design with pre-test and post-test design The statistical population of the study was teachers and female students of tenth grade of conservatories in Baharestan of Tehran who were selected by multi-stage cluster sampling with a sample size of 50 students and 14 teachers and were randomly assigned into two groups of experiment and control. Self- Regulatory Learning Questionnaire Teachers completed before and after the implementation of teaching research by teachers. At a briefing, teachers taught the lesson plan, which was conducted twice in the classroom. Pre-test before the implementation of the lesson plan was taken from the experimental group rather than physics using the student's problem- solving perception questionnaire. At the end of the course, post-test was performed using a questionnaire, too. Descriptive statistics (mean, standard deviation) and inferential statistics (covariance analysis) were used to analyze the data.

The results of the study showed that physics education with the approach of lesson study is effective on teachers' self-regulation learning, but there is no meaningful effect on the personal control component of problem- solving perception among students of conservatories.