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Self-regulation is becoming more important in a modernized society and learners to adjust to school and learn. In addition, in the process of science learning, new information is accepted and explored into one's cognitive structure, and scientific knowledge is formed through steps such as assimilation, conflict, and accommodation. This study analyzes domestic and foreign papers on the meaning of self-regulation, prepares the basis for biological, cognitive psychological, pedagogical, and brain science. And we analyze the process of self-regulation, and uses it to help students' self-regulation process. From a biological point of view, self-regulation refers to the use of internal regulatory mechanisms to maintain homeostasis, and cognitive psychological self-regulation is defined as a goal-oriented process of control over one's state and function in a broad sense. Piaget viewed the process of equilibrium through assimilation and accommodation, and said that the nature of learning is in self-regulation activities that attempt to equilibrate the learner's internal state and environmental pressure. In pedagogy, it is seen that through self-regulation, a sense of responsibility and learning strategies are used, and that they can actively participate in learning activities. In order to measure students' self-regulation process, a partially understandable and challenging task, such as looking at a mirror and writing, is necessary. In the course of science teaching and learning, teachers should provide students with problems, activities, and environments that can cause self-regulation, and provide relevant opportunities frequently. In the future, further study is needed on detailed processes and steps of self-regulation, and tasks and methods for measuring self-regulation.
