How does the use of narrative nonfiction in the Key Stage 2 history classroom affect learning, specifically in comparison to the use of nonfiction?

叙事被认为是“人类思维的基本工具”（Turner, 1996:4），然而在关键阶段2的课堂上，叙事通常局限于特定英语技能的教学（Duke, 2000; Kiris et al., 2011）。如果叙事是人类认知和思维的基础，也许它应该在小学课程中更广泛地应用，教授一系列学科，比如历史。然而，有人担心在历史课堂上使用叙事可能会使历史沦为神话（Barthes, 1993），因为叙事并不总是真实的。为了抵消这些担忧，叙事性非小说类被提出作为一种潜在的解决方案。叙事性非小说完全是事实，利用可靠的来源和证据，但使用与小说写作通常相关的文学手段和结构来写作，例如密切关注情节结构，人物发展（Alpert, 2006; Gutkind, 2007）。因此，这种文本类型结合了准确的信息，这在教授历史等科目时是必不可少的，与叙事手段相结合，这吸引了我们的基本认知功能，创造了一种潜在的强大教学工具（Bage, 1999）。本研究旨在比较非虚构与叙事非虚构对第二关键阶段课堂历史学习的影响。为此将进行两个阶段的研究。首先，一份调查将通过电子邮件发送给英国大约16500所学校的五年级和六年级教师，探讨教师对叙事非小说作为一种体裁的理解，以及教师如何对文本摘录进行分类。将介绍推理统计，以创建一个不同的文本是如何在小学通常感知和使用的图片。卡方检验将用于探索人口统计事实、叙事非虚构意识和课堂上体裁的感知或使用之间的任何潜在关系。第二阶段的研究将包括一个比较实验。参与者样本将包括4个五年级班级，其中2个班级来自两所不同的小学，产生约100名儿童的样本。这一阶段的数据收集将在5周内进行。干预将在第二周开始。每节课将以30分钟的历史课为主题，然后是30分钟的干预。每个学校的一个班级将被分配到实验条件A，另一个班级被分配到条件b。班级的背景信息，如参与者的能力和社会经济背景，将被收集，以比较学校内部和学校之间的班级与实验条件的异同。实验条件A的参与者将阅读一篇与前一节历史课内容相关的NNF短文。然后会给他们一份问题清单，旨在评估他们的二阶知识，并要求他们在小组中讨论这些问题。对问题的讨论将录音。实验条件B的班级将遵循相同的程序，有相同的讨论问题，但将阅读一篇简短的非小说文本。两个文本将根据内容和难度等级紧密匹配。这个过程将在第3周和第4周重复一次，以不同的历史重点。在第5周，孩子们将完成书面后评估，重新评估他们的实质性知识。

Narrative is thought to be the 'fundamental instrument of human thought' (Turner, 1996:4), yet within the Key Stage 2 classroom, narrative is usually confined to the teaching of specific English skills (Duke, 2000; Kiris et al., 2011). If narrative is so fundamental to human cognition and thought, perhaps it should be utilised more widely across the primary curriculum to teach a range of subjects such as history. However, there are concerns that using narratives in the history classroom might reduce history to myth (Barthes, 1993), as narratives are not always factual. To counteract these concerns, narrative nonfiction is proposed as a potential solution. Narrative nonfiction is entirely factual, drawing on reliable sources and evidence, but is written using literary devices and structures commonly associated with fiction writing, such as close attention to plot structure, character development (Alpert, 2006; Gutkind, 2007). Therefore, this text type combines accurate information, which is essential when teaching subjects such as history, with narrative devices, which appeal to our basic cognitive functioning, creating a potentially powerful teaching tool (Bage, 1999). This research aims to compare the impact of nonfiction and narrative nonfiction on history learning in the Key Stage 2 classroom. Two phases of research will be conducted to do so. Firstly, a survey will be emailed to Year 5 and 6 teachers in approximately 16,500 schools across England, exploring teachers' understandings of narrative nonfiction as a genre and how teachers categorise text extracts. Inferential statistics will be presented to create a picture of how different texts are typically perceived and used in primary schools. Chi-square tests will be run to explore any potential relationships between demographic facts, awareness of narrative nonfiction and perception or use of genres in the classroom. The second phase of research will involve a comparative experiment. The participant sample will comprise 4 Year 5 classes, with 2 classes from 2 different primary schools, producing a sample of approximately 100 children. This phase of data collection will take place over 5 weeks. The interventions will begin in week 2. Each class will be delivered by a 30-minute history lesson on a focused topic, followed by a 30-minute intervention. One class from each school will be assigned to experimental condition A, and the other to condition B. Background information on classes, such as participants' ability and socioeconomic background, will be collected to compare similarities and differences of classes within and between schools and experimental conditions. Participants in experimental condition A will be read a short NNF text relating to the content of the preceding history lesson. They will then be given a list of questions which aim to assess their second-order knowledge, and asked to discuss these questions in small groups. Discussions of questions will be audio-recorded. Classes in experimental condition B will follow the same procedure, with the same discussion questions, but will be read a short nonfiction text. Both texts will be closely matched according to content and difficulty level. This process will be repeated once in Week 3 and once in Week 4, with different historical focuses. In week 5, children will complete a written post-assessment, to reassess their substantive knowledge.