125370 20241125101156.0 doi 10.1109/TE.2022.3231559 sideral 132906 ART-2023-132906 eng Sanz, Cecilia Model and methodology for developing empathy: an experience in computer science engineering 2023 Access copy available to the general public Unrestricted Contribution: 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. info:eu-repo/grantAgreement/ES/DGA-FEDER/T60-20R-AFFECTIVE LAB info:eu-repo/grantAgreement/ES/MICINN/RTI2018-096986-B-C31 info:eu-repo/semantics/openAccess All rights reserved http://www.europeana.eu/rights/rr-f/ 2.1 2023 EDUCATION, SCIENTIFIC DISCIPLINES 26 / 86 = 0.302 2023 Q2 T1 ENGINEERING, ELECTRICAL & ELECTRONIC 193 / 353 = 0.547 2023 Q3 T2 0.793 2023 Education 2023 Q1 Electrical and Electronic Engineering 2023 Q2 6.0 2023 info:eu-repo/semantics/article info:eu-repo/semantics/acceptedVersion Coma-Roselló, Teresa Universidad de Zaragoza (orcid)0000-0002-7439-8459 Aguelo, Antonio Universidad de Zaragoza (orcid)0000-0002-8118-1012 Álvarez, Pedro Universidad de Zaragoza (orcid)0000-0002-6584-7259 Baldassarri, Sandra Universidad de Zaragoza (orcid)0000-0002-9315-6391 4009 740 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicología Social 4001 805 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Teoría e Histª. Educación 5007 570 Universidad de Zaragoza Dpto. Informát.Ingenie.Sistms. Área Lenguajes y Sistemas Inf. 66, 3 (2023), 287 - 298 IEEE trans. ed. IEEE TRANSACTIONS ON EDUCATION 0018-9359 2166839 http://zaguan.unizar.es/record/125370/files/texto_completo.pdf Postprint 3549270 http://zaguan.unizar.es/record/125370/files/texto_completo.jpg?subformat=icon icon Postprint oai:zaguan.unizar.es:125370 articulos driver 2024-11-22-12:09:21 ARTICLE