000125370 001__ 125370
000125370 005__ 20241125101156.0
000125370 0247_ $$2doi$$a10.1109/TE.2022.3231559
000125370 0248_ $$2sideral$$a132906
000125370 037__ $$aART-2023-132906
000125370 041__ $$aeng
000125370 100__ $$aSanz, Cecilia
000125370 245__ $$aModel and methodology for developing empathy: an experience in computer science engineering
000125370 260__ $$c2023
000125370 5060_ $$aAccess copy available to the general public$$fUnrestricted
000125370 5203_ $$aContribution: This article proposes and applies a new systemic 3-D model and a methodology for empathy awareness and development, integrating different partial approaches found in the literature for developing empathy as a transversal competence.
Background: Empathy is a competence linked to collaboration and teamwork. Perspective taking (PT) is an important component of empathy and it is key for professionals today. Even though empathy is valued in computer science engineering (CSE) courses, it is not yet fully addressed as an integral part of the training process. Intended Outcomes: Both the model and the methodology are put into practice with a group of first-year CSE students, highlighting the possibilities of the proposal for this course of studies. The experience presented here is an example of a classroom activity in which awareness and PT are addressed, as key components, in relation to the collaborative work toward achieving empathy. Application Design: The methodological proposal is applied to guide educators’ decisions so that they can work on empathy in the classroom. Responses to several standardized and ad-hoc questionnaires by students from two universities are analyzed. Findings: The results revealed low to medium empathy levels in participating students, but a higher perception of their own empathic ability. The proposed methodology allows students to become aware of and develop some initial changes in relation to empathy, particularly in its PT component, through classroom work.
000125370 536__ $$9info:eu-repo/grantAgreement/ES/DGA-FEDER/T60-20R-AFFECTIVE LAB$$9info:eu-repo/grantAgreement/ES/MICINN/RTI2018-096986-B-C31
000125370 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000125370 590__ $$a2.1$$b2023
000125370 592__ $$a0.793$$b2023
000125370 591__ $$aEDUCATION, SCIENTIFIC DISCIPLINES$$b26 / 86 = 0.302$$c2023$$dQ2$$eT1
000125370 593__ $$aEducation$$c2023$$dQ1
000125370 591__ $$aENGINEERING, ELECTRICAL & ELECTRONIC$$b193 / 353 = 0.547$$c2023$$dQ3$$eT2
000125370 593__ $$aElectrical and Electronic Engineering$$c2023$$dQ2
000125370 594__ $$a6.0$$b2023
000125370 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000125370 700__ $$0(orcid)0000-0002-7439-8459$$aComa-Roselló, Teresa$$uUniversidad de Zaragoza
000125370 700__ $$0(orcid)0000-0002-8118-1012$$aAguelo, Antonio$$uUniversidad de Zaragoza
000125370 700__ $$0(orcid)0000-0002-6584-7259$$aÁlvarez, Pedro$$uUniversidad de Zaragoza
000125370 700__ $$0(orcid)0000-0002-9315-6391$$aBaldassarri, Sandra$$uUniversidad de Zaragoza
000125370 7102_ $$14009$$2740$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicología Social
000125370 7102_ $$14001$$2805$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Teoría e Histª. Educación
000125370 7102_ $$15007$$2570$$aUniversidad de Zaragoza$$bDpto. Informát.Ingenie.Sistms.$$cÁrea Lenguajes y Sistemas Inf.
000125370 773__ $$g66, 3 (2023), 287 - 298$$pIEEE trans. ed.$$tIEEE TRANSACTIONS ON EDUCATION$$x0018-9359
000125370 8564_ $$s2166839$$uhttps://zaguan.unizar.es/record/125370/files/texto_completo.pdf$$yPostprint
000125370 8564_ $$s3549270$$uhttps://zaguan.unizar.es/record/125370/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000125370 909CO $$ooai:zaguan.unizar.es:125370$$particulos$$pdriver
000125370 951__ $$a2024-11-22-12:09:21
000125370 980__ $$aARTICLE