摘要：AbstractIn this study, prospective elementary school science teachers’ self-regulation skills intended for motivational beliefs, cognitive and meta-cognitive strategies and resource managing strategies are examined within “Laboratory Practices in Science Teaching” course. The purpose of the study is to determine that if “Laboratory Practices in Science Teaching” course is effective on the development of prospective elementary science teachers’ self-regulation skills development. Correspondingly to the importance of “Laboratory Practices in Science Teaching” course's effect on development of self-regulation skills during elementary Science teaching, the requirement of elementary Science teachers’ enough proficiency on using self-regulation strategies makes the study important.
