No description available.

This essay examines to which degree students in history in a swedish upper secondary schoolmanage to apropriate cogntive tools and frameworks in order to create narratives. The casestudy concentrates on a specific cognitive tool, namley narrative structure and to whichextent it helps students to make order of and organise historical subject matter intomeaningful narratives through teaching that is specifically designed to accomplish this kindof historical reasoning through cognitive tools and frameworks.Furthermore this study also examines epistemological beliefs and to which extent thesebeliefs either help or mislead the students on their way towards a qualified historicalconsciousness.This study also focus on the concept of narrative competence and to which extent studentsin history develop this competence through different frameworks and narrative structure.This study shows how students use cognitive tools and frameworks to create narratives. Butthe students often tend to mix different types of narration in their texts. The definetely tryto create histories with help of narrative structure but they do not manage to go all the waywith the result of their texts being hybrids of different structures of textWhen it comes to the epitemological beliefs many of the students tend to hold relativisticviews of history which doesn ́t necessarily mean they believe anything goes but more in thecontext of perspectives as important to change the direction of the narrative depending onwho is telling the story and what dimension of history that is displayed. Not many studentshave yet reached a evidence-based criterialist position.