The current study examines the impacts of scenario-based science activities on the scientific creativity and reflective thinking skills of fourth-grade students in primary school. Therefore, it was carried out in a primary school in Yozgat city center during the 2023-2024 Academic Year. An experimental group (24 students [13 girls, 11 boys]) and a control group (22 students [12 girls, 10 boys]) were formed from the fourth grade of the school in question. Science Scientific Creativity Questionnaire and Science Reflective Thinking Scale were utilized as data collection tools during the experimental process, which lasted ten weeks with three hours each week. The data obtained via the research were analyzed through independent samples t-tests along with dependent samples t-tests. The results obtained through the analysis exhibited a significant difference in the experimental group's favor with regard to understanding, reflection, and total score of reflective thinking in all sub-dimensions of scientific creativity. Based on these results, it is thought that using scenario-based learning activities would be beneficial in primary school science courses.