摘要：AbstractThe purpose of this study is to determine science teacher candidates’ self regulation learning strategies that are used for the domain of science and examine the impact of gender factor on using of self regulation strategies. Descriptive method was used in this study. The sample consists of total 223 science teacher candidates studying in Gazi University in Ankara. At the end of the study, findings revealed that there is no meaningful correlation between the genders of the candidates and types of their learning strategies. Among the learning strategies, strategy of repetition includes candidates in the most “strongly developed” level.
