Empathy in middle school engineering design process

Burns, Henriette D.; Lesseig, Kristin

doi:10.1109/fie.2017.8190669

Cited by 3 publications

(1 citation statement)

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“…One approach to teaching empathy in mathematics classes is to link mathematics learning with design engineering projects (Burns & Lesseig, 2017;Van Mechelen, Schut, Gielen, & Södergren, 2019). In their publication, Burns and Lesseig (2017) defines empathy in the design process as placing oneself as the user of the product to be designed, and thinking about the various experiences that the user might experience. In the research of Van Mechelen, et al, empathy is generated by the existence of a common goal so that students will be moved to see what is needed to achieve that goal.…”

Section: Introductionmentioning

confidence: 99%

Developing Empathy with STEAM Learning in Grade VIII SMP Lazuardi Al-Falah Depok

Kumala¹

2021

Pedagonal J Ilm Pend

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Empathy (Burns and Lesseig, 2017) is a skill that is rarely discussed in planning mathematics lessons. The objective of this research is to initiate and explore how mathematics learning can develop empathy skills to students using STEAM based project. This research use qualitative method, in which the observation was executed when students were developing until launching the application prototype to a limited audience. The application created with Google Sheets was called Your Energy Counter, intended to count the energy gathered from the food consumed by the user. This research revealed how empathy was formed during the project execution and how students are able to reflect on themselves being empathetic to others during mathematics lessons.

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Section: Introductionmentioning

confidence: 99%