Building empathy through a design thinking project: A case study with middle secondary schoolboys

Donnelly, S; Dean, S; Cant, R; Dawbin, B; Sherwen, M

Building empathy through a design thinking project: A case study with middle secondary schoolboys

Donnelly, S

Dean, S Cant, R Dawbin, B Sherwen, M

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Publisher:: Australian Institutes for Educational Research
Publication Type:: Journal Article
Citation:: Issues in Educational Research, 2021, 31, (2), pp. 440-457
Issue Date:: 2021-06-19

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Field	Value	Language
dc.contributor.author	Donnelly, S https://orcid.org/0000-0001-8558-8285
dc.contributor.author	Dean, S
dc.contributor.author	Cant, R
dc.contributor.author	Dawbin, B
dc.contributor.author	Sherwen, M
dc.date.accessioned	2021-07-04T22:58:25Z
dc.date.available	2021-07-04T22:58:25Z
dc.date.issued	2021-06-19
dc.identifier.citation	Issues in Educational Research, 2021, 31, (2), pp. 440-457
dc.identifier.issn	1837-6290
dc.identifier.uri	http://hdl.handle.net/10453/149812
dc.description.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.
dc.language	en
dc.publisher	Australian Institutes for Educational Research
dc.relation.ispartof	Issues in Educational Research
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	13 Education
dc.subject.classification	Education
dc.title	Building empathy through a design thinking project: A case study with middle secondary schoolboys
dc.type	Journal Article
utslib.citation.volume	31
utslib.location.activity	Australia
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Architecture
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2021-07-04T22:58:24Z
pubs.issue	2
pubs.publication-status	Published online
pubs.volume	31
utslib.citation.issue	2

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.

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http://hdl.handle.net/10453/149812