The Use of Stories in the Teaching of History

This research was undertaken between 2002 and 2003 by using qualitative research techniques. The study consists of two phases. In the first stage a story was written by the researchers about Anatolian Seljuks History. In the second stage, this story was taught and the lessons were video recorded. Interpretative analyses were made of dialogue between pupil-teacher, pupil-pupil and teacher-group and of pupils’ creative work undertaken during the lesson. According to the findings of this study historical stories have important functions in the development of pupils’ historical understanding, and contrary to the principle of the Piagetian approach, which asserts learning develops in relatively rigid sequential stages which are qualitatively different, moving from concrete to abstract thinking, it is understood that primary students can learn from abstract to concrete. We shall call this ‘abstract thinking specific to childhood’. Stories can be used as vehicles for exposing and developing this potential. History has an abstract nature so it may be said stories have an important role in developing abstract thinking and historical understanding. This study offers some suggestions for consideration in teaching history.