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공과대학생의 공감능력과 융합태도의 관계 분석

Relationships between Empathy and Attitudes toward Curricula Integration of Engineering Students

황순희
한국공학교육학회 (Korean Society for Engineering Education)|2022.11|공학교육연구 (Journal of Engineering Education Research)|제25권 제6호|pp. 47-57|DOI 10.18108/jeer.2022.25.6.47

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키워드

EmpathyAffective empathyCognitive empathyEngineering studentsAttitudes toward curricula integrationWillingness to integrate disciplinesEducation for promoting empathy DisciplinesEducation for Promoting Empathy
주제분류학제간연구

초록

This research aims to examine the relationships between empathy and attitudes toward curricula integration of engineering students. To achieve this goal, first, differences in empathy and attitudes toward curricula integration among engineering students were examined. Second, the effects of attitudes toward curricula integration, as perceived by engineering undergraduate students, on empathy were explored. A total of three hundred and two engineering undergraduate students from three universities in Korea responded to survey based on a two-variables scale. The findings were that, firstly, a positive correlation among sub-factors of empathy and attitudes toward curricula integration was identified. Secondly, attitudes toward curricula integration could explain about 12% of empathy. The practical implications of these findings are discussed herein, with particular attention on education for promotion of empathy for engineering students.

Abstract

This research aims to examine the relationships between empathy and attitudes toward curricula integration of engineering students. To achieve this goal, first, differences in empathy and attitudes toward curricula integration among engineering students were examined. Second, the effects of attitudes toward curricula integration, as perceived by engineering undergraduate students, on empathy were explored. A total of three hundred and two engineering undergraduate students from three universities in Korea responded to survey based on a two-variables scale. The findings were that, firstly, a positive correlation among sub-factors of empathy and attitudes toward curricula integration was identified. Secondly, attitudes toward curricula integration could explain about 12% of empathy. The practical implications of these findings are discussed herein, with particular attention on education for promotion of empathy for engineering students.

참고문헌 (68)

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