Abstract/Hauptbeschreibung (Englisch)

The aim of this research is to identify the obstacles of using active ‎learning strategies by science teachers in primary schools.To ‎achieve this aim, the researcher adopted the descriptive ‎methodology and prepared a questionnaire that included 28 items, ‎which was applied to a sample of 72 science teachers in Baquba ‎District, Diyala Governorate, by utilizing a random selection ‎method. Data was statistically analyzed to gain the results. The ‎findings showed that the most noticeable obstacle faced by ‎science teachers was adherence to lesson schedules and school day ‎regulations, which ranked first with a mean score of 3.76 and a ‎percentage of 75.2%. Meanwhile, the items related to the lack of ‎willingness to change and participating in active learning, and ‎overcrowded classrooms were in the last rank, with a mean score ‎of 3.08 and a percentage of 61.6%. Based on these findings, the ‎researcher recommended the need to train teachers on how to use ‎active learning strategies during presenting lessons and to hold ‎training workshops focused on employing active learning methods ‎in the teaching process, with an emphasis on practical aspects. ‎The researcher also suggested conducting educational research on ‎active learning, addressing the extent to which teachers use active ‎learning strategies in different subjects and across various ‎educational stages.‎