The purpose of this thesis was to investigate how a group of primary school teachers chose to work with stories and fiction in history teaching in order to understand how the method can develop the students' historical consciousness. The empirical material of the study was collected by qualitative interviews with six first to third grade teachers. The teachers work in different year classes at the primary school and have different experiences. This means that the survey cannot be generalized to a certain grade or education level of the teacher.

However, a certain generalizability can be made about primary school teachers' perception of how primary school teachers view the connection between fiction and history consciousness. In the study, it has been found that teachers see the story and the scholastic literature as a matter of course in the teaching and that in the long run, and through processing, they develop the students' historical awareness. However, it is not the teachers' main goal. The doctrine sees the narrative mainly as a cozy moment together with the students, where they get a gracious reading experience.