Abstract
Spatial skills are crucial for carpentry and are a major learning objective in the initial vocational training of carpenter apprentices. Carpenters specifically need to develop the capability to switch between two-dimensional (2D) and three-dimensional (3D) representations. Previous studies have explored spatial skills, but never in the context of vocational education and training (VET). This study sheds light on the level and evolution of spatial skills in the initial vocational training of carpenter apprentices in Switzerland. In this study, 726 subjects (98 females) who were either carpenter apprentices, apprentices of another profession, or high school students, took a test on spatial skills with three parts: mental rotation, paper folding, and orthographic projections. The first two parts are widely used tests for spatial skills, while the last one was specifically designed to address the 2D-3D transition that is a core skill of carpenters. Carpenter apprentices do have higher spatial skills than would be expected given their general school level. In particular, their spatial skills were found to be similar to those of high school students and superior to those of apprentices of another profession. Carpenters’ spatial skills improve over the course of their apprenticeship. These findings confirm that spatial skills are trainable and suggest that the high spatial skills level of carpenter apprentices is due to a selection bias as well as to the training that they receive during their apprenticeship. Carpenter apprentices improve their spatial skills over the time of their initial vocational training. As spatial skills are crucial in this profession, there is a need to develop further solutions that encourage further improvement of teaching and learning activities for spatial skills.
Highlights
Spatial skills are crucial for carpentry and are a major learning objective in the initial vocational training of carpenter apprentices
Spatial skills are often partially correlated with the general school level, and the general school level of carpenter apprentices is admittedly lower than that of high school students and comparable to that of logisticians (Stalder 2011)
Comparing populations for each part of the test separately We look at the results for each sub-part of the test (Figure 5), as it can indicate where the difference of performance between the populations came from
Summary
Spatial skills are crucial for carpentry and are a major learning objective in the initial vocational training of carpenter apprentices. Previous studies have explored spatial skills, but never in the context of vocational education and training (VET). The literature on spatial skills and vocational training in general is scarce, even though some studies have shown that the practitioners’ approach to solving practical spatial tasks differs from that of students (Jurdak and Shahin 2001). This gap needs to be filled, as spatial skills are key in many vocationally trained professions (brick layers, metalworker, furniture maker, draftsman, etc.). This study is a first step in contributing data on spatial skills in VET It does so by comparing carpenter apprentices’ spatial skills to other similar populations, and by following their spatial skills development in a longitudinal approach
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