Özet:

Abstract The aim of the study is to determine the use of self--‐‑regulated learning strategies by Science and Primary Education teacher candidates within the framework of the course “Instructional Principles and Methods” and to find out the effects of variables like gender, the departments they attend and their achievement on the use of these strategies. The data of the study have been collected via the ”Motivated Strategies for Learning Questionnaire”. The participants are a total of 206 teacher candidates taking the course “Instructional Principles and Methods”. They are the students of Hacettepe University, Faculty of Education, departments of Science Education (n=98) and Primary Education. In the study, in which the survey model has been used, the data obtained has been analyzed through mean, standard deviation, t--‐‑test and ANOVA. In the light of the findings obtained by this survey, it is seen that teacher candidates who have participated in the study moderately employ the self--‐‑regulated learning strategies. Furthermore, it is has been found that the use of these strategies differ in terms of gender and achievement, but their departments are found not to have any effects.

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