The purpose of this essay is to examine and thusly gain greater understanding of the impactnarrative abbreviatures may have on pupils metahistorical reasoning. Narrative abbreviaturesis a somewhat unexplored topic in Swedish history didactics and thus few studies have beenpublished that focuses specifically on these and even less so by empirical means. The studyalso aims to give suggestions on further theoretical understanding on narrative abbreviaturesand introduces new concepts in the discussion of these. The study finds that narrativeabbreviatures may have a purpose to serve as a bridge between the abstract and the concreteand between the historical and metahistorical. The pupil’s answers varied in this regard, witha little over half of the respondents arguing in metahistorical terms, whilst others did not. Themethodology to distinguish if answers were metahistorical were inspired by Hayden Whiteand focused on whether the responses argued with a focus on the subject interacting withhistory or the object in terms of the history itself. From these analyses it could be deduced thatstudents metahistorical reasoning varied, including historiographic arguments, moraljudgements and reflections on the narrative abbreviatures themselves. In this the pupilsdisplayed how their narrative competencies were useful in the metahistorical argumentsputting forth and thusly displaying the role that narrative abbreviatures might well play in aneducation interested in pupils metahistorical reasoning capabilities. The study may serve asinspiration for more rigorous studies that further explores causality, rather than correlationand may also serve as inspiration for teachers in search of methods for improving pupil’smetahistorical reasoning.

The purpose of this essay has been to explore Alexander the Great from two different perspectives in Greece. The village Proti Serron represents the local area and the national area named Macedonia represents the second perspective. Oral history has been used as a method in addition to literature and trips to museums and archaeological places. As a guideline for the essay and its contents a stereotyped schedule has been created. This schedule is presented below, and it is also possible to read it backwards. The villagers who identify themselves with Alexander the Great from their local area Proti Serron which is a part of the national area named Macedonia. This study proves that the villagers who has been interviewed, identify themselves with the place they live in as well as its history and that they feel that it is their duty to pass this knowledge forward. Alexander the Great is described as intelligent, humble, a man of strength and courage as well as a strategist and sovereign. This picture of the former king is also valid in the national area of Macedonia.

<p>The purpose of this essay has been to explore Alexander the Great from two different perspectives in Greece. The village Proti Serron represents the local area and the national area named Macedonia represents the second perspective. Oral history has been used as a method in addition to literature and trips to museums and archaeological places.</p><p>As a guideline for the essay and its contents a stereotyped schedule has been created. This schedule is presented below, and it is also possible to read it backwards.</p><p>The villagers who identify themselves with Alexander the Great from their local area Proti Serron which is a part of the national area named Macedonia.</p><p>This study proves that the villagers who has been interviewed, identify themselves with the place they live in as well as its history and that they feel that it is their duty to pass this knowledge forward. Alexander the Great is described as intelligent, humble, a man of strength and courage as well as a strategist and sovereign. This picture of the former king is also valid in the national area of Macedonia.</p>