Abstract: Students have difficulty in learning the concepts of science and similarly teachers have difficulty in teaching the concepts of science. In order to overcome these difficulties, different teaching methods are tried and it is attempted to attain success. Educators usually study the question of “how can we provide an easier and more permanent teaching?” As a solution to this problem they agree that activities which draw the attention of the students and which the students get pleased and entertained while doing enable the effective learning in teaching the concepts of science. In this regard project-based learning is one of the effective methods. However, it is not often preferred by the teachers due to the problems in the supply of materials and being long-term activities. Thus, primarily students were made to experience a scientific process by using the processes of project-based learning and a method which had an easy and cheap material supply was used in the study. By using the materials which everyone could buy easily and in a cheap price, senior students of Education Faculty were made to do edible projects. For these projects, students were divided into groups of two people and each group modelled a concept of science that they chose themselves by using edible materials such as sugar, cake, chocolate, pasta. In total, 15 groups of two people developed 26 different projects. These projects were mostly made by using the concepts of science such as cell, DNA, RNA, mitosis and meiosis, brain, atomic models, periodical table, planets, solar system and earth’s crust. These projects were later exhibited and they were introduced and presented to the other students in the Faculty. It has been observed that the students’ awareness for the concepts of science increased while the projects were being done and exhibited. It has been observed that this presentation drew attention as students tasted the models and shared them with the other students. It is quite important that these projects are introduced and published in order to popularise the use of such projects in all levels of teaching. For this purpose, it is aimed to discuss how these projects are going to be used in science teaching and the contribution of such projects to science teaching by explaining how these twenty-six projects were done.