Vocational pedagogy in Automotive Mechanics: Ontological dimensions and Cognitive Load Theory implications

Abstract

This research explored the way ontological categories are fundamentally useful for analysing vocational pedagogy, particularly in the context of Automotive Mechanics. Two ontological traditions were found to be especially useful: mereology, with its focus on part–whole systems, and process ontology, which emphasises the dynamics of change. The convergence of ontological categories with learning science in Automotive Mechanics pedagogy is also examined, particularly the way in which cognitive load theory helps to manage the learning complexities tied to ontological automotive concepts. The research, which targeted first-year student training, employed a qualitative case study methodology encompassing three vocational education and training institutions in Eswatini that provide training in Automotive Mechanics. The data collection involved conducting interviews with lecturers, making observations in both classrooms and workshops, and recording the teaching process on video during a one-year period. Field notes and transcriptions were analysed in order to extract key themes connected to the teaching methods. These themes were identified, grouped and further condensed to isolate the most prevalent teaching practices across the institutions. Upon identifying a significant theme pertaining to parts and wholes, the researchers delved into the philosophical and theoretical aspects of part–whole relations and their role in teaching and learning processes. They discovered beneficial interconnections between mereology, process ontology, and cognitive load theory, especially the way the hierarchical structure of Automotive Mechanics pedagogy interacts with the constraints of working memory and chunking. These connections both foster in-depth pedagogic analysis and contribute to the enhancement of Automotive Mechanics pedagogy.