Due to the content of the science course, it is an abstract and difficult course to understand. Therefore, it can be boring for students. Creative drama is one of the methods that can be used to embody the science lesson and make it more fun for the students. The aim of this study is to get the opinions of secondary school students about the use of creative drama in science lessons and to examine the effect of the implementation on students' attitudes. The research model of the study is a mixed method in which qualitative and quantitative patterns are combined. The study was conducted with 10 middle school 6th grade students (6 girls, 4 boys) studying in a public school in the 2020-2021 academic year. In the study, creative drama was used in teaching the subject of "Sense Organs" in the unit of "Systems in Our Body and Its Health" in science lesson. The implementation was carried out for a total of five hours in four weeks. Qualitative data collection tools of the study were semi-structured interviews and student diaries; the quantitative data collection tool is the attitude scale developed by Biçer (2011) with a reliability of 0.89. Semi-structured interview and attitude scale were applied to the students before and after the implementation. Student diaries were filled by the students during the implementation. In data analysis, qualitative data were analyzed using content analysis. Quantitative data were analyzed using the Wilcoxon signed-rank test in the SPSS program. The collected data were analyzed and interpreted. As a result of the study, it was found that the students found the science lesson taught with creative drama entertaining and they had the opportunity to repeat the subject thanks to the lesson taught with creative drama. On the other hand, it was found that the use of creative drama in the science lesson did not cause a significant change in the attitudes of the students towards the science lesson.
Key Words: Creative drama, science, sense organs, systems