• The Journal of the Convergence on Culture Technology
• /
• v.9 no.1
• /
• pp.281-286
• /
• 2023

We aimed to find out how teaching ethics and empathy affect the perception of children's rights with 297 pre-service early childhood teachers enrolled in the Department of Early Childhood Education at universities located in Busan. Through this, the purpose of this study was to present basic data for the development of a character development program for a high-quality early childhood teacher training institution. We derived the following research results. First, as a result of examining the degree of recognition of pre-service early childhood teachers' teaching ethics, empathy, and awareness of children's rights, the average value was high in the order of teaching ethics, awareness of children's rights, and empathy. Second, there was a positive correlation between pre-service early childhood teachers' empathy ability, teaching ethics and awareness of children's rights, and empathy ability and awareness of children's rights. Third, as a result of examining the relative effects of teaching ethics and empathy of pre-service early childhood teachers on the recognition of children's rights, social ethics was found to be the strongest predictor among teaching ethics. In this study, we identified that teaching ethics and empathy are effective in various approaches to promote awareness of children's rights in pre-service early childhood teachers. And the results of this study provides the basic data for the character development of desirable teachers that pre-service early childhood teachers should have.

• Journal of The Korean Association For Science Education
• /
• v.44 no.1
• /
• pp.11-27
• /
• 2024

This study aimed to investigate the role of scientific empathy in influencing students' productive disciplinary engagement in scientific activities and analyze the key factors of scientific empathy that manifest during this process. Twelve fifth-grade students were divided into three subgroups based on their general empathic abilities. Lessons promoting productive disciplinary engagement, integrating design thinking processes, were conducted. Subgroup discourse analysis during idea generation and prototype stages, two of five problem-solving steps, enabled observation of scientific empathy and practice aspects. The results showed that applying scientific empathy effectively through design thinking facilitated students' productive disciplinary engagement in science. In the idea generation stage, we observed an initial increase followed by a decrease in scientific empathy and practice utterances, while during the prototyping stage, utterance frequency increased, particularly in the later part. However, subgroups with lower empathic abilities displayed decreased discourse frequency in scientific empathy and practice during the prototype stage due to a lack of collaborative communication. Across all empathic ability levels, the students articulated all five key factors of scientific empathy through their utterances in situations involving productive science engagement. In the high empathic ability subgroup, empathic understanding and concern were emphasized, whereas in the low empathic ability subgroup, sensitivity, scientific imagination, and situational interest, factors of empathizing with the research object, were prominent. These results indicate that experiences of scientific empathy with research objects, beyond general empathetic abilities, serve as a distinct and crucial factor in stimulating diverse participation and sustaining students' productive engagement in scientific activities during science classes. By suggesting the potential multidimensional impact of scientific empathy on productive disciplinary engagement, this study contributes to discussions on the theoretical structure and stability of scientific empathy in science education.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
• /
• v.7 no.1
• /
• pp.383-393
• /
• 2017

This study examined the empathy relationship experiences of adolescents in relationships with school social workers. The researchers conducted individual interviews with 10 adolescents from low-SES families. The primary interview query was 'What have empathy relationship experiences with school social workers meant to you?' Interview responses were coded and the results were analyzed using phenomenological research methods. The empathy experiences of adolescents were identified as the following: 'tried to build empathy','understanding another's feelings', 'helpfulness'. The study's results summarized the adolescents' feelings of empathy resulting from their interactions with school social workers. In conclusion, the study suggested some useful strategies for school social workers in their work with adolescents from low-SES families. These strategies are designed to maximize adolescents' ability to feel empathy for others. Furthermore, based on the results of this study the researchers suggest some promising avenues for empathy research in various fields.

• Journal of Industrial Convergence
• /
• v.20 no.10
• /
• pp.25-32
• /
• 2022

The purpose of this study was to identify the degree of empathy, communication competence and person-centered care of nursing students to identify the factors that influence person-centered care. Data were collected by using questionnaires from 207 students in the 3^rd and 4^th grades of the nursing college who experienced clinical practice in G city, from May 2 to 20, 2022. Data were analyzed by t-test, ANOVA, Games-Howell test, Scheffe test, Pearson's correlation, and multiple regression. Statistically, person-centered care showed a significantly positive correlation with empathy(r=.57, p<.001) and communication competence(r=.63, p<.001). Influencing factors on person-centered care were communication competence(β=.44, p<.001), empathy(β=.30, p<.001) and clinical practice satisfaction(β=-.13, p=.028) accounting for 49.8% of the total change. Based on this results, in order to improve person-centered care of nursing students, it is necessary to develop education programs to increase communication competence and empathy ability and to provide active feedback through pre and post evaluation to increase clinical practice satisfaction.

• Korean Journal of Childcare and Education
• /
• v.16 no.6
• /
• pp.123-153
• /
• 2020

Objective: The purpose of this study was to develop an education program using music activities for promoting young children's creativity and personality and to analyze the impact of this program on the creativity and personality of young children in child care classrooms. Methods: The study consisted of how the creativity and personality education program using music activities for young children was developed and the impact of the program on 5-year-old children's creativity and personality. The experimental treatment was conducted on a total of 16 occasions for eight weeks. The data were collected through the preschooler Creativity test(K·CCTYC) and The Empathy Index for Children and Adolescents (IECA) and Skill Situation Measures were used to analyze the effects of experimental treatment with paired t-test. Results: First, the program had positive effects on fluency, flexibility, originality and imagination of creativity. Second, the program had positive effects on empathy ability and prosociality. Conclusion/Implications: The effectiveness of the creativity and personality education programs using music activities for promoting young children's creativity and personality and the ways to promote young children's creativity and personality in early childhood educations institutes were discussed.

• International Journal of Advanced Culture Technology
• /
• v.10 no.3
• /
• pp.210-219
• /
• 2022

Psychiatric nursing is a specialty where nursing students experience many difficulties in applying what they have learned in theory to clinical practice. Therefore, a situation-oriented case-based strategy is required to help them overcome the limitations of psychiatric nursing clinical practice and reduce their burden. This study aimed to measure the effectiveness of a psychiatric nursing clinical practice program using situation-oriented case-based learning. Participants comprised 63 nursing students in psychiatric nursing classes. The students were asked to create a scenario of interaction between a nurse and patient based on a case study. Empathy, therapeutic communication ability, and attitudes toward mental illnesses were measured. We analyzed the effectiveness of the program by comparing changes in the nursing students' empathy, therapeutic communication ability, and attitude toward mental illness after the program. The participants showed significant increases in empathy and therapeutic communication abilities. However, there were no significant changes in attitudes toward mental illnesses. Based on the results of this study, it is expected that situation-based learning will be effective for students who have difficulties in certain aspects, such as COVID-19, or where there are limited clinical practice opportunities, such as psychiatric nursing.

• Korean Journal of Childcare and Education
• /
• v.15 no.5
• /
• pp.1-22
• /
• 2019

Objective: This study aimed to explore whether and how infants showed their empathy in everyday lives at a childcare center. Methods: The participants of this research were 10 infants (23~31 months) attending a one-year-old classroom in a childcare center located in Seoul, and the data were collected primarily thorough participant observations. Results: The infants showed four categories of empathy in their everyday lives. The first one was related to the safety of their peers; it was presented when the infants found out that their peers were sick, in trouble, and having a hard time separating from their parents, or when they found possible risks to their peers. The second one was related to the achievement of their peers; it was presented when the infants noticed their peers trying hard to continue their play. The third one was related to the infants' pleasure; it was presented when they felt shared interests and joy with their peers. The fourth one was related to the infants' self-reflection; it was presented when the infants found out that what they had been doing made their peers upset. Conclusion/Implications: These results demonstrate infants' ability to empathize with others and also imply the need to support their development of empathy continuously.

• The Journal of Korean Academic Society of Nursing Education
• /
• v.27 no.2
• /
• pp.186-196
• /
• 2021

Purpose: The purpose of this study was to investigate interpersonal competence and social support and their mediating effects on the relationship between caring efficacy and empathy in nursing students. Methods: This study used a cross-sectional design. Data collection was conducted from February 5 to February 12, 2019, from 254 students enrolled in the Department of Nursing in Jeollabuk-do and Chungcheongbuk-do. Data analysis was conducted using the SPSS/WIN 21.0 program. Results: As a result of verifying the mediating effects of social support and interpersonal competence on the relationship between the empathy ability and caring efficacy of nursing college students, it was found that social support and interpersonal competence partially mediated the relationship between the two variables (Z=1.68, p=.046). Conclusion: Through this study, a theoretical basis was provided that when applied to an educational program could improve nursing students' caring efficacy. Content that can improve not only empathy but also social support and interpersonal competence should be included.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.19 no.11
• /
• pp.454-462
• /
• 2018

This study examines the influence of pre-service early childhood teacher's empathy and interpersonal competence on teacher efficacy. The subjects of this study include 358 pre-service early childhood teachers. The instruments used in this study were the emotional empathy scale, interpersonal competence questionnaire (ICQ) and the teacher efficacy scale. Collected data was analyzed using the SPSS program. In order to determine the general background of the pre-service teachers, the frequency and percentages were used. For examination of empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, a descriptive statistics analysis was conducted. In addition, in order to assess the relationship among empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, Pearson's correlation analysis was conducted. Lastly, for the examination of the effects and relative explanation of empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers, multiple regression analysis was conducted. The results of this study were as follows: first, pre-service early childhood teachers were shown to have higher empathetic ability, interpersonal relationships and teacher efficacy rates than average. Second, there was a positive correlation among empathetic ability, interpersonal competence and teacher efficacy of pre-service early childhood teachers. Third, teacher efficacy of pre-service early childhood teachers was influenced by their empathetic ability and interpersonal competence. The results of this study suggest that teacher efficacy improvement programs for pre-service early childhood teachers should consider their empathetic ability. Also, study results emphasize the necessity of empathetic ability and interpersonal relationship improvement program for pre-service early childhood teachers.

• Journal of Engineering Education Research
• /
• v.21 no.4
• /
• pp.35-45
• /
• 2018

The purpose of this study is to develop a service learning education program for engineers and to investigate its educational effects. This study reviewed the concept and characteristics of service learning and examined the service learning education programs operated in higher education environments. The Service Learning Education Program was developed by integrating engineering design and community service activities. This program has been applied to the engineering education from 2014 to 2016. As a result of the study, the learners' satisfaction with service learning activities, empathy ability, and engineering design ability were improved. Based on the research results, practical implications are suggested to the instructors who want to develop the service learning education program for engineering students.