Open Journal of Social Sciences, 2016, 4, 187-198 Published Online March 2016 in SciRes. http://www.scirp.org/journal/jss http://dx.doi.org/10.4236/jss.2016.43024 How to cite this paper: Saka, A., Ebenezer, J., Çakır, I. and Saka, A.Z. (2016) Pedagogy of Creative Drama in Biology. Open Journal of Social Sciences, 4, 187-198. http://dx.doi.org/10.4236/jss.2016.43024 Pedagogy of Creative Drama in Biology Arzu Saka 1 , Jazlin Ebenezer 2 , Ilknur Çakır 1 , Ahmet Zeki Saka 1 1 Fatih Faculty of Education, Karadeniz Technical University, Trabzon, Turkey 2 Curriculum and Instruction Programme, Collage of Education, Wayne State University, Detroit, USA Received 24 February 2016; accepted 21 March 2016; published 24 March 2016 Copyright © 2016 by authors and Scientific Research Publishing Inc. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract Creative drama grants students not only an opportunity to display their thoughts physically, orally and written but also enables them to interpret the expressions of peers. Characteristic of learning through creative drama is the development of shared meaning through the social construction of knowledge. The primary purpose of this study is to develop seventh-grade students’ conceptual understanding of some genetic concepts, attitudes toward biology learning and awareness of foren- sic science. The pedagogy of creative drama consisted of determining blood types and differences in human fingerprints. Twenty students took part in this study. Data sources consisted of student journaling, classroom observations, students’ responses to attitude survey and subject evaluation forms. Students learned that within the scope of creative drama activities, how the blood group determination and the cause of people’s fingerprints were separate from each other. In everyday life, they realized how important biology is, especially in criminal work. Changes in students’ atti- tudes toward biology indicated a positive direction because of the extraordinary teaching method. All of the participants contribute the creative drama activity keenly. Students’ attitudes toward the pedagogy of creative drama suggest that students should be approached with this sort of learning at an early age. Keywords Biology Education, Creative Drama 1. Introduction Creative drama is an idea, concept or event that uses theater techniques or play-like processes [1]. Creative drama creates a learning environment that enables students to access new knowledge and skills based on their prior experiences. Students often actively participate in courses that integrate drama. Students also construct their knowledge with the help of their teacher [2]-[4]. Creative drama activities can help to form new con-