- Title
- Building empathy through a design thinking project : a case study with middle secondary schoolboys
- Creator
- Dawbin, Benjamin; Sherwen, Matthew; Dean, Sue; Donnelly, Samantha; Cant, Robyn
- Date
- 2021
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/178575
- Identifier
- vital:15425
- Identifier
- http://www.iier.org.au/iier31/dawbin.pdf
- Identifier
- ISBN:0313-7155 (ISSN)
- Abstract
- Adolescents' empathy is an essential socio-emotional concept that helps mediate friendships and family relationships. Year 10 boys, aged 14-15 years, were invited to participate in a five-day experiential education program (Design Week) based on a social equity challenge using a Design Thinking concept. Students worked in small groups, mentored by experts. Student groups developed innovative solutions to support women who experienced domestic and family violence. As a key outcome, students' empathy measured by the Comprehensive State Empathy Scale increased significantly from a baseline of 63% to 75% at post-test, representing a large effect size (d= 1.06). Six empathy subscale factors were also significantly increased (p= <0.05). The program was feasible and was rated by teachers and students as engaging, relevant to learning, and learning about complex social issues. This paper presents a case study of the Design Week program, shown to be worthy of further testing with secondary school adolescents. © 2021, Western Australian Institute for Educational Research Inc. All rights reserved.
- Publisher
- Western Australian Institute for Educational Research Inc.
- Relation
- Issues in Educational Research Vol. 31, no. 2 (2021), p. 440-457
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- http://creativecommons.org/licenses/by-nd/4.0/
- Rights
- Copyright © 2021, Western Australian Institute for Educational Research Inc
- Rights
- Open Access
- Subject
- 13 Education
- Full Text
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