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The aim of this 2-group study was to investigate the following question: Are there significant differences between scaffolded design-based learning controlled using 7 forms and teacher-directed instruction methods for the toy crane project on grade 7 students’ posttest scores on the simple machines achievement test, attitude toward simple machines, and attitude toward creativity in simple machines after adjusting for their respective pretest scores and the prior semester science grades? The study group (N = 65) consisted of grade 7 students in public middle schools in Burdur, Turkey. There were significant treatment effects favoring the first method with large effect sizes on both achievement and creative attitude scores. Teaching topics about simple machines with the design-based method increased students’ achievement and creative attitude without disadvantaging their attitude toward the topic as they constructed new knowledge through each step of the precise process.