Abstract:

The engineering design process is a process that involves the identification of a need-oriented problem, the conduct of problem-oriented research, the production of possible solutions to the problem, the selection of the suitable by comparing solutions, product design (prototiping), making a small model of the product, making experiments to develop the product, testing the product, and the presentation stages. The aim of this study is to study the impact of engineering-based science teaching on the scientific creativity skills of primary school fourth grade students. The study was conducted with a semi-experimental pattern of the pre-final test control group, one of the quantum research patterns. The sample of the study consists of 53 students studying in a central primary school in the Kayseri province in the 2018-2019 educational year. In the study, the data collection tool was developed by Hu and Adey (2002) and adapted to Turkish by Aktamış (2007) and used six materials "Scientific Creativity Scale". Students in the control group were processed according to the 5E model while students in the experiment group were processed with the 5E model-based engineering design-based activity for 8 weeks. Students in the experiment and control group compared the average scores they obtained from the Science Creativity Scale between groups while independent sample t test, and in group comparisons analyzed using matched sample t test. Students of primary school fourth grade who are in the experiment (x̄=10.65±1.65) and control (x̄=18.56±3.19) group finds a significant difference between the scientific creativity final test results in favour of the experiment group (p<0.05). Based on the findings obtained from the study, the scientific training based on engineering design has come to the conclusion that the experimental group of students has caused an increase in their scientific creativity skills.

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