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This research aimed to determine students' opinions on technology-supported drama activities applied in teaching the subject of the central nervous system in the biology course. The research used a case study design, a qualitative research method. The study was conducted with 25 students studying biology at a state university. An appropriate sampling method was used to determine the study group. Within the scope of the research, a semi-structured interview form was used to determine students' opinions about technology-supported drama method applications. This form allowed students to express their experiences in depth. The research results indicated that the students had a generally positive perspective on the technology-supported drama method used in the biology course. Since technology-supported creative drama activities provide students with a learning environment that they enjoy, this method can be recommended to increase students' interest in lessons and ensure permanent learning of content.

The aim of this research is to examine the effects of technology-supported drama method applications on students' academic achievements regarding the central nervous system and their attitudes towards biology. In the research, quasi-experimental design with pre-test post-test control group, one of the quantitative research methods, was used. The sample of the research consists of 50 students studying in two separate classes at a state university and taking biology courses. Within the scope of the research, the subject of the central nervous system was taught with the traditional teaching method in the control group and with the technology-supported drama method in the experimental group. In the research, "Academic Achievement Test" and "Biology Attitude Scale" were used as data collection tools to measure the academic achievements of the students. A statistical package program was used to analyze the data. As a result of the research, it was determined that the course carried out with the technology-supported drama method generally positively affected the academic achievements and attitudes of the students. In future studies, it is recommended that the effects of technology-supported drama method on students' academic achievement and attitudes in biology courses be examined in the long term with larger and more diverse sample groups.