Designing Experiential Learning Principles for Science Teacher Education Using an Integrated Mixed Methods Systematic Review Approach

This research aims to: 1) synthesize the effectiveness and experiences of implementing the Experiential Learning Cycle (ELC) in science teacher education; 2) develop and validate instructional design principles and a prototype toolkit; and 3) appraise the confidence of the developed principles and propose a comprehensive design framework. The study employs Educational Design Research (EDR) integrated with a Mixed Methods Systematic Review (MMSR) approach, conducted in three phases. Phase 1 (Analysis & Exploration): A systematic synthesis of 19 classroom action research reports conducted by pre-service science teachers (2020–2025) is performed using content analysis and thematic synthesis to identify design requirements. Phase 2 (Design & Construction): The synthesized findings are integrated to draft "Design Principles" and a "Prototype Toolkit" based on Kolb’s cycle. These outputs undergo content validity verification by 5-7 experts using the I-CVI index and an iterative refinement process. Phase 3 (Evaluation & Reflection): The confidence of the evidence supporting each principle is appraised using GRADE and GRADE-CERQual approaches, followed by the synthesis of policy guidelines.