The effect of design-based science instruction on 7th grade students' creativity, daily life-.based problem solving skills and conceptual understanding

This study aims to investigate the effect of design-based science teaching on 7th grade students' creativity, daily life based problem solving skills and conceptual understanding. Quasi experimental desing nonequivalent control group was used in this study. The study was done with 70 seventh grade students consisting of 35 of them for the experimental group and 35 of them for the control group at a state school of Kocaeli province in 2021-2022 educational year. While the teaching was carried out with design-based science teaching in the experimental group, the teaching within the frame of MEB Science curriculum was held on the control group. As the data collection tool "the Simple Electric Circuits Diagnostic Test", "Scientific Creativity Test", "Daily Life Problem Solving Skills Test" with "Activity sheets" and "semi-structured interview" developed by the researcher, were utilised in the study. In the analysis of the quantitative data, the SPSS 25.0 Pack program was used. In the analysis of the qualitative data "Design-based Activity Sheets Evaluation Rubric" and "Semi-Structured Interview Questions Evaluation Rubric" were used. As a result of the study, design based science teaching affects the students' creavity, daily life problem solving skills and conceptual understanding in a positive way. Suggestions were given in accordance with the result in the research.