The effect of creative drama method on the development of historical empathy skill in secondary school students

Abstract

This study, conducted to determine the effect of creative drama method on students' acquisition of historical empathy skill in the social studies course curriculum, was conducted with the case study method. Convenience sampling was used to identify the study group which consisted of 7th grade students in a middle school in Karesi, one of the central districts of Balıkesir. The study data were collected using the reflective writing form developed to evaluate the experimental process following the creative drama sessions. Content analysis was employed to analyze the data obtained during the evaluation phase of the creative drama practices. In this context, the statements in the reflective writing forms were interpreted by grouping them under themes. At the end of the research, it was found that the lessons carried out through creative drama sessions developed a sense of historical empathy in students, students' interest in the social studies course increased with the use of creative drama, they actively participated in the lesson, the lessons became more fun, and students were able to make comparisons between the present and the past by putting themselves in the place of people in ancient times through creative drama. In addition, it was determined that the creative drama process developed a sense of curiosity in students and they became aware of the effects of past civilizations on today's knowledge, communication and technology accumulation. At the conclusion of the study, it was suggested that creative drama processes should be utilized in the social studies course to understand the behaviors, emotions and thoughts of people living in past eras and that teachers' and prospective teachers' awareness of the functionality of creative drama processes in the social studies course should be improved.