This study aimed to investigate the effects of robotic coding supported Design-Based Science Instruction (RC-DBSI) on sixth-grade students' science process skills. One-group pretest-posttest experimental design was employed in the study. Participants consisted of thirty-nine sixth-grade students enrolled in a public middle school located in the eastern part of Turkey. The implementation phase lasted for five weeks during which a Force and Motion unit was being taught. The engineering design process, including the steps of determining the problem, researching possible solutions, determining the most suitable solution, making the prototype, and testing the prototype (Wendell et al., 2010), was followed in the study. Robotic coding activities were incorporated into the "researching possible solutions" step of DBSI. Twin Science Kit was distributed to the participants, and they engaged in robotic coding activities via this kit. Students completed Science Process Skills Test as a pretest and posttest. Paired samples t-test results demonstrated that being exposed to RC-DBSI improved the students' science process skills. Based on the study's findings, some suggestions were presented for science teachers and teacher education programs.