Critical Evaluation of Pedagogical Approaches in a World War II IDL Unit for Primary 7

Effective teaching necessitates the integration of pedagogical approaches that foster both cognitive and social development in learners. This paper critically evaluates the pedagogical strategies employed in a recent interdisciplinary learning (IDL) unit on World War II, delivered to a Primary 7 class. The unit featured practical and immersive activities including Anderson shelter construction, Enigma cipher code breaking, evacuee letter writing, Blitz-themed art, wartime plane building, and a culminating escape room challenge. The primary teaching philosophy was grounded in social constructivism and connectivism, encouraging pupil-led learning enhanced by digital technology. This essay justifies these pedagogical choices, evaluates their effectiveness using student feedback and performance, and considers alternative theoretical perspectives on their appropriateness in a primary education context.

Pedagogical Approaches and Theoretical Framework

1. Social Constructivist Learning Theory

Social constructivism, as developed by Piaget (1952) and Vygotsky (1978), posits that learners build knowledge through active participation and social interaction. This was evident in collaborative tasks such as building Anderson shelters and decoding ciphers, where peer collaboration enabled scaffolding within Vygotsky's Zone of Proximal Development (ZPD). In these activities, children were placed in unfamiliar groupings to encourage interaction beyond friendship circles, resulting in diverse group dynamics and enriched learning. For example, during the Anderson shelter construction activity, students had to work with peers they did not usually interact with, requiring them to delegate tasks, communicate effectively, and combine strengths to achieve a common goal. The variety of shelter designs produced by different groups illustrated how collective problem-solving led to innovative outcomes, affirming Vygotsky's emphasis on the power of social learning.

Similarly, during the Enigma cipher challenge, students collaborated to decode secret wartime messages. While many rose to the challenge, I observed that some students initially claimed to understand the task but later admitted confusion when attempting the tasks. This highlighted a limitation in relying solely on verbal confirmation for understanding. However, one particularly engaged student with prior interest in cryptography assumed the role of a More Knowledgeable Other (MKO), helping peers and clarifying instructions. This peer-led guidance enhanced the accessibility of the task, reinforcing Vygotsky’s notion that learning is optimally achieved through social interaction within the learner’s ZPD.

2. Active Learning and Experiential Learning

Bonwell and Eison (1991) define active learning as involving students directly in the learning process through activities that require analysis, synthesis, and evaluation. Kolb’s (2014) experiential learning model, which emphasizes learning through direct experience, was central to the success of activities such as Anderson shelter construction and the bivouac challenge. In one particularly impactful lesson, pupils were tasked with building outdoor bivouac-style shelters using natural materials and teamwork. Each team approached the task differently—some assigning specific roles such as material gatherer or structural designer, while others worked organically in unison. These varied strategies underscored how experiential learning fosters critical thinking and adaptability.

These activities engaged learners on multiple levels—physically, emotionally, and intellectually. Students demonstrated resilience and collaboration, often negotiating disagreements and making collective decisions. Their reflections post-activity revealed enhanced understanding of wartime hardships and shelter engineering, showing that experiential learning not only cemented historical knowledge but also built essential interpersonal and problem-solving skills.

3. Social Learning Theory

Bandura’s (1977) Social Learning Theory highlights learning through observation, imitation, and modelling. This was exemplified during group-based activities such as the evacuation debate and the escape room challenge. During the debate, children were divided into six groups and randomly assigned to argue either for or against wartime evacuation. Roles such as facilitator, recorder, timekeeper, and presenter were allocated within each team to ensure participation and accountability. Using iPads, students conducted research to support their arguments and created persuasive posters to represent their stance. While the debate was highly engaging and fostered critical thinking, the poster component lacked structure, making it difficult to assess individual contributions and learning outcomes effectively.

Nonetheless, the activity successfully demonstrated Bandura’s concept of observational learning. Students modelled effective communication strategies from their peers and were visibly motivated to outperform opposing teams. The debate culminated in a class vote, where learners assessed the strength of the arguments presented, further encouraging evaluative thinking.

The escape room challenge also relied on social learning principles. Students were allowed to self-select their groups, which proved beneficial for some, such as a group of girls who completed the evacuee letter task within five minutes, demonstrating high levels of coordination and understanding. However, for others, self-selection led to disengagement and lack of task completion. These contrasting outcomes suggest that while peer collaboration can be powerful, it must be carefully managed to prevent exclusion and ensure equal participation.

4. Inquiry-Based and Connectivist Learning

Inquiry-based learning, supported by Bruner’s (2009) discovery learning model, encourages students to explore, hypothesize, test ideas, and draw conclusions. In the codebreaking and invisible ink lessons, pupils were prompted to question how messages were hidden and how they might uncover them. The invisible ink activity, using lemon juice and heat, sparked significant interest. However, safety concerns meant only the teacher could operate the heat source, limiting students’ hands-on engagement and reducing the activity’s experiential impact. Despite this, the task served as an effective hook, generating enthusiasm and curiosity.

Connectivism, as described by Siemens (2004), emphasizes learning through digital networks and technology. This was evident in the plane-building lesson, which emerged organically from pupil interest. Students expressed curiosity about wartime aircraft, prompting a shift to a pupil-led lesson where they used iPads to research various WWII planes and design their own models. The outcomes were impressive—several students created gliders that flew and resembled authentic warplanes. This task demonstrated problem-solving, creativity, and the practical application of historical and engineering knowledge. The success of this inquiry-driven approach affirmed that learners retain information more effectively when they direct their own exploration.

Justification and Effectiveness of Pedagogical Approaches

The combination of social constructivist, experiential, social learning, and inquiry-based strategies significantly enhanced engagement and learning outcomes. Pupils were motivated by the hands-on nature of the tasks and showed deeper understanding of historical contexts. In particular, the use of MKOs during complex activities like the cipher challenge ensured that struggling learners were supported without over-reliance on teacher intervention.

Cognitive Load Theory (Sweller, 1994) was particularly relevant in structuring tasks like the evacuee letter writing. Historical sources were introduced before the writing task, reducing cognitive load and enabling pupils to empathise and write convincingly from a wartime child's perspective. This balance between scaffolding and autonomy was key to ensuring that tasks remained accessible without being diluted.

Assessment methods included formative techniques such as questioning, self-reflection, and peer feedback. The escape room served as a summative assessment, requiring pupils to apply learning from across the unit. Two students completed all tasks in under 49 minutes, demonstrating both knowledge retention and the ability to synthesise learning across different subject areas. However, other teams struggled, either due to disengagement or time mismanagement, indicating a need for clearer task structuring and time allocation in future iterations.

Critical Analysis and Contrasting Perspectives

While pupil-led learning has clear benefits, it is not universally effective. Kirschner, Sweller, and Clark (2010) argue that minimal guidance can hinder learners with limited prior knowledge. This was observed in the cipher lesson, where lack of initial clarity led to confusion for several pupils. Although peer support partially mitigated this, a more structured introduction and step-by-step modelling could have improved comprehension.

Rosenshine’s (2012) advocacy for explicit instruction also holds merit. Introducing new concepts—such as Enigma ciphers or evacuation policies—would have benefited from direct teaching before transitioning to inquiry-based tasks. This hybrid model could combine the engagement of active learning with the clarity of explicit instruction, supporting diverse learning styles.

Assessment was another area of concern. While qualitative methods captured engagement and effort, more structured tools—such as rubrics or content-based quizzes—would provide clearer evidence of knowledge acquisition and skill development. The poster task during the debate, for example, lacked a clear framework, limiting its usefulness as an assessment tool despite its effectiveness in promoting discussion.

Reflection on My Role in Planning, Supporting, and Assessing Learning

Planning: Activities were closely aligned with Curriculum for Excellence (CfE) benchmarks, ensuring relevance and coherence across curricular areas. Lessons were differentiated through materials, task complexity, and group composition. Scaffolding sheets were particularly useful in supporting pupils who struggled with abstract reasoning in the cipher challenge.

Supporting: My role involved modelling tasks, clarifying expectations, and providing contextual knowledge. I actively facilitated group discussions and encouraged peer support. During complex tasks like the debate and escape room, I monitored group dynamics and intervened when necessary to re-engage disengaged students.

Assessing: Formative assessment was ongoing and multifaceted. Questioning, observation, and reflection journals helped track individual progress. Peer evaluations during group tasks fostered accountability. The escape room challenge served as an authentic summative assessment. However, some pupils did not complete all tasks due to poor time management, highlighting the need for clearer timing cues and perhaps assigning timekeeper roles in future challenges.

Conclusion

This critical evaluation highlights the strengths and limitations of various pedagogical approaches used in a Primary 7 World War II IDL unit. Social constructivist, inquiry-based, and experiential strategies enriched learning, promoting engagement, collaboration, and higher-order thinking. However, the analysis also underscores the importance of integrating explicit instruction and structured assessment to support all learners effectively. Future implementations would benefit from clearer scaffolding, consistent formative assessment, and balanced guidance to ensure equitable learning outcomes. Overall, the diverse pedagogical approaches adopted in this unit successfully engaged learners and supported their development of both historical understanding and essential 21st-century skills.

References

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.http://www.asecib.ase.ro/mps/Bandura_SocialLearningTheory.pdf 

Bonwell, C.C., & Eison, J.A. (1991). Active Learning: Creating Excitement in the Classroom. ERIC Digest.https://eric.ed.gov/?id=ED340272 

Bruner, J. (2009). The Process of Education. Harvard University Press.https://books.google.co.uk/books?hl=en&lr=&id=S6FKW90QY40C&oi=fnd&pg=PR29&dq=Bruner,+J.+(2009).+The+Process+of+Education.+Harvard+University+Press.&ots=legWpd6_vY&sig=q15-VLsIPDQcFWaf5PqDRj3Fib0 

Kirschner, P.A., Sweller, J., & Clark, R.E. (2010). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86.https://www.tandfonline.com/doi/abs/10.1207/s15326985ep4102_1 

Kolb, D.A. (2014). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.https://books.google.co.uk/books?hl=en&lr=&id=jpbeBQAAQBAJ&oi=fnd&pg=PR7&dq=Kolb,+D.A.+(2014).+Experiential+Learning:+Experience+as+the+Source+of+Learning+and+Development.+Prentice+Hall.&ots=Vp6PqT2VOe&sig=0jryydMMHnqDskPPr1VgBFm1GBw 

Piaget, J. (1952). The Origins of Intelligence in Children. Norton.https://psycnet.apa.org/doi/10.1037/11494-000 

Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), 12-19.https://www.aft.org/sites/default/files/Rosenshine.pdf 

Sweller, J. (1994). Cognitive Load Theory, Learning Difficulty, and Instructional Design. Learning and Instruction, 4(4), 295-312.https://www.sciencedirect.com/science/article/pii/0959475294900035 

Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.https://books.google.co.uk/books?hl=en&lr=&id=RxjjUefze_oC&oi=fnd&pg=PA1&dq=Vygotsky,+L.S.+(1978).+Mind+in+Society:+The+Development+of+Higher+Psychological+Processes.+Harvard+University+Press.&ots=okzWV0t1cv&sig=RnmcU00bKRNxeWwSkBCNm-2wo7I