Abstract
Cultural heritage education plays a crucial role in sparking curiosity about historical cultural elements, preserving and evolving cultural traditions, strengthening national identity, and cultivating engaged citizens. In light of this, this study aims to determine the educational outcomes of incorporating Göbeklitepe, a historical site, into the cultural heritage education component of the fifth grade Social Studies course. In this research, the most common type of qualitative research, the basic interpretive research approach, was preferred. The study group, comprising 22 fifth-grade students from a middle school, was selected through the use of criterion sampling, case sampling, and purposeful sampling. The data collection tools employed in the study included clay studies, talking object worksheets, student diaries, a Göbeklitepe newspaper, and a self-assessment form. The data were subjected to content analysis and descriptive statistical analysis. The findings of the study indicated that engagement in cultural heritage activities enhanced students' comprehension of the historical development of Göbeklitepe. They acquired knowledge about the historical trajectory of the site and were able to contextualize this process within the broader historical context of Şanlıurfa. In accordance with the nature of history, it was determined that students realized the impossibility of acquiring exhaustive knowledge about Göbeklitepe. In their diaries, students proposed the implementation of further research, excavations, and the utilization of knowledgeable individuals to elucidate the enigma of Göbeklitepe's history. However, it was determined that students encountered challenges in applying the skills of perceiving change and continuity.