This study, which was conducted to determine the effect of the creative drama method on gaining the historical empathy skill in the social studies course curriculum, was carried out with the case study method. The study group was determined by appropriate case sampling. The study group of the research consisted of 7th grade students studying at the secondary school in the central district of Balıkesir. As a data collection tool in the research, the reflective writing form, which was used to evaluate the experimental process after the creative drama sessions, was used. These data obtained during the evaluation phase of creative drama practices were analysed through content analysis. In this context, the expressions in the reflective writing forms were gathered under themes and interpreted. As a result, it was found that the lessons carried out through creative drama sessions developed the sense of historical empathy in students, the interest of students in social studies lessons increased with creative drama, the students actively participated in the lesson and the lesson was more enjoyable. In addition, it is among the important findings of the study that students can make comparisons between the present and the past by putting themselves in the place of the ancient people through creative drama. Another striking finding obtained in the study is the findings that the creative drama process develops the sense of curiosity in students, and they become aware of the effects of past civilizations on today's knowledge, communication and technology accumulation. Depending on the findings obtained from the research, suggestions were made to focus on the creative drama processes in the social studies course in order to understand the behaviours, feelings and thoughts of people living in the past, and to improve the awareness of the social studies teachers and teacher candidates about the functionality of the creative drama processes in the teaching of social studies lessons.
Creative drama, Historical empathy, Social studies