Empathy and engineering formation
Empathy and engineering formation
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DOI：
10.1002/jee.20301
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发表时间：
2020-01-01
影响因子：
3.4
通讯作者：
Miller, Shari E.
中科院分区：
文献类型：
--
作者：
Walther, Joachim;Brewer, Michael A.;Miller, Shari E.
背景：工程教育话语越来越多地认识到移情在帮助学生准备迎接21世纪挑战中的作用。这种教学和理论兴趣并没有得到对共情在学生专业形成中所起作用的经验理解的支持。摘要目的：本研究旨在探讨工科本科生在机械工程设计课程中共情沟通模块的共情感受。方法：在课程的两次迭代中收集了146名学生的模块后反思。使用社会现象学对数据进行定性分析，重点关注参与者在其整体经验背景下的意义制造。将共情作为相互关联的技能、取向和方法的模型，从理论上为数据收集和分析提供框架。发现：三个分析类别构成了学生意义建构的显著差异。(a)与他人的关系从距离、差异和权力三个维度捕捉学生对与他人的关系和角色的理解。(b)《学习行为》确定了学生对工程学习的期望与模块中遇到的学习形式之间不同程度的共鸣或脱节。(c)共情作为概念客体描述了学生在工程学习过程中对共情本质和功能理解的变化。结论：参与共情的经验意义使学生的价值取向可见且在教学上可接近，这些价值取向构建了他们与他人的关系以及他们作为工程师的自我理解，从而为研究和教育提供了潜在的新途径，以参与工程形成的不那么有形的方面。
Background: The engineering education discourse increasingly recognizes the role of empathy in preparing students for 21st century challenges. This pedagogical and theoretical interest is not supported by an empirical understanding of the role empathy plays in students professional formation.Purpose: This study investigated how undergraduate engineering students made sense of empathy during a series of empathic communication modules as part of a mechanical engineering design course.Methodology: Post-module reflections from 146 students were collected in two iterations of the course. The data were qualitatively analyzed using social phenomenology to focus on participants' meaning making in the context of their overall experiences. A model of empathy as interrelated skills, orientations, and ways of being theoretically framed the data gathering and analysis.Findings: Three analytic categories structured the significant variation in students meaning making. (a) Relationships with Others captured students understandings of the relationship with and role of others along the three dimensions of Distance, Difference, and Power. (b) The Act of Learning identified varying degrees of resonance or disconnect between students expectations of engineering learning and the forms of learning encountered in the modules. (c) Empathy as a Conceptual Object described the variation of students' own understandings of the nature and function of empathy in the context of their engineering learning.Conclusions: The experiential significance of engaging with empathy makes visible and pedagogically accessible students' value orientations that frame their relationships toward others and their self-understanding as engineers, thus providing potential new avenues for research and education to engage less tangible facets of engineering formation.