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Exploring second-grade students’ experiences through design-based learning in science education

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  • Özlem Yaprak Bostancı
  • Elif Öztürk
  • Gökhan Öztürk

Abstract

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.

Suggested Citation

  • Özlem Yaprak Bostancı & Elif Öztürk & Gökhan Öztürk, 2026. "Exploring second-grade students’ experiences through design-based learning in science education," The Journal of Educational Research, Taylor & Francis Journals, vol. 119(2), pages 192-206, March.
    • Handle: RePEc:taf:vjerxx:v:119:y:2026:i:2:p:192-206
    DOI: 10.1080/00220671.2025.2590507
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