مدى تطبيق استراتيجيات التعلم النشط في بناء كفايات التدريس لمعلمي العلوم قبل الخدمة : مراجعة منهجية
This systematic review purpose is to distinguish the effect of using active learning strategies on pre-service science teacher competencies, thus considering the presence of instructional, technological, and communication skills in pre-service science teacher. Twenty scientific studies published in Scopus journals were used for analysis in the systematic review, 8 studies followed the mixed approach, 7 used qualitative method, and 5 were quantitative. Moreover, 11 studies used the descriptive and deductive method together to analyze the data, 7 studies adopted descriptive analysis, and two studies applied inferential analysis. The sample of studies varied from 13 pre-service teachers to more than 1,000. The results of the systematic review indicate that the application of active learning strategies by academic lecturers had an impact on building specialized, strategic, technological, communication and assessment skills of preservice teachers. While 10 studies indicated that pre-service science teachers lacked specialized competencies, knowledge and skills regarding the importance and benefits of learner-centered teaching, especially at the senior level, influenced by their early experiences. (Published abstract)