The engineering design process is the process of that included ıdentify need or problem, research need or problem, develop possible solutions, select best possible solution, construct a prototype, test and evaluate solution, communicate the solution, redesign and completion decision. The solutions produced to the problems encountered in the engineering design process are closely related to scientific creativity. The designs that students will develop regarding the problems naturally contain scientific creativity. The study aims to examine the effect of engineering design-based science teaching on the scientific creativity of primary school fourth-grade students. The study was conducted with a quasi-experimental design with pre- post test control group, which is one of the quantitative research designs. The sample of the study consists of 53 students, including 27 experimental and 26 control groups studying in a central primary school in Kayseri in the 2018-2019 academic year. A six-item "Scientific Creativity Scale" developed by Hu and Adey (2002) and adapted into Turkish by Aktamış (2007) was used as a data collection tool in the study. While the lessons were taught according to the 5E model with the students in the control group, the lessons were taught with the engineering design-based activity embedded in the 5E model for 8 weeks with the students in the experimental group. It is seen that there is a significant difference in favor of the experimental group between the scientific creativity post-test results of primary school fourth-grade students in the experimental (x̄= 10.65±1.65) and control (x̄= 18.56±3.19) groups (p<0 .05). Based on the findings obtained from the study, it was concluded that the science education based on engineering design caused an increase in the scientific creativity of the primary school students.