Akademik Veri Yönetim Sistemi
JOURNAL OF EDUCATIONAL RESEARCH, cilt.119, sa.2, ss.192-206, 2026 (SSCI, Scopus)
This study examined second-grade students' experiences and learning outcomes during design-based learning (DBL) activities, along with the nurturing and thought-provoking strategies employed by educators. Using a qualitative case study design, data were collected from 15 s-grade students, varying academic achievement levels and learning styles, at a private primary school over six weeks, guided by the Stanford Design Thinking Model. Data sources included pre- and post-interviews, observation forms, and student documents. Thematic analysis revealed that students became more confident in solving complex problems, valued teamwork, and developed creative confidence and a growth mindset. They showed improvement in prototyping, testing, and refining ideas. Nurturing strategies, such as scaffolding, guidance, and feedback, supported student engagement, while thought-provoking approaches like promoting reflection and collaboration, enhanced learning. This study offers valuable insights for early science education, highlighting how structured support combined with open-ended inquiry can foster creativity, problem-solving, and motivation.