This study aims at determining perceptions and experiences of prospective social studies teachers who create learning and teaching activities using historical evidence. We used the case study methodology in our study and collected data from activities created by prospective teachers, research stories, focus group interviews, and observations. We evaluated the data obtained using content analysis and presented in tables. Our results demonstrated that while prospective teachers qualified internet sources as more reliable before the implementation, their opinion changed and they selected (primary) sources belonging to that time as reliable sources after the implementation. Moreover, participants highlighted that the use of historical evidence offers important pedagogical benefits such as learning without memorization, in-depth, and permanent learning. Based on these observations, we suggest that the use of evidence should become part of lessons from the first stages of education.



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