Teacher Empathy and Science
Education: A Collective Case Study

Vishal Arghode; Bugrahan Yalvac; Jeffrey Liew

doi:10.12973/eurasia.2013.921a

Teacher Empathy and Science Education: A Collective Case Study

Full Text (PDF)

Vishal Arghode ¹, Bugrahan Yalvac ¹ ^* , Jeffrey Liew ¹

More Detail

¹ Texas A&M University, USA
^* Corresponding Author

Abstract

To initiate dialogue on empathy in science classroom, its role in science teaching, and to encourage science teacher education researchers and faculty to consider the role of empathy in science teaching, we conducted an instrumental collective case study with five science education graduate students at a Research-I university in the US. Data were collected through face-to-face semi-structured interviews. Within-case and across-case analyses were performed to interpret the data from the individual interviews and compare them with one and another. Our findings collectively speak to our participants’ perspectives of empathy in science teaching. Finally, we discuss implications for teacher education and professional development and the need for learning sciences and science education research to systematically examine teacher empathy and student learning.

Keywords

empathy
teaching
science education
case study
graduate students

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2013.921a

EURASIA J Math Sci Tech Ed, 2013 - Volume 9 Issue 2, pp. 89-99

Publication date: 14 Dec 2013

Article Views: 2428

Article Downloads: 2187

Open Access References How to cite this article

References

Barr, J. J. (2011). The relationship between teachers’ empathy and perceptions of school culture. Educational Studies, 37(3), 365-369.
Bauman, S., & Del Rio, A. (2006). Preservice teachers' responses to bullying scenarios: Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98(1), 219-231.
Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61-79.
Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school (2nd Edition). Washington DC: National Academy Press.
Brunel, M. L., Walker, L. D., & Schleifer, M. (1989). Teachers' predictive capacity and empathy in relation to children’s self-concept. Canadian Journal of Education / Revue canadienne de l'éducation, 14(4), 226-241.
Conboy, J. E., & Fonseca, J. (2009). Student generated recommendations for enhancing success in secondary science and mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 5(1), 3-14.
Cooper, B. (2010). In search of profound empathy in learning relationships: Understanding the mathematics of moral learning environments. Journal of Moral Education, 39(1), 79-99.
Costu, B. (2008). Learning science through the PDEODE teaching strategy: Helping students make sense of everyday situations. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 3-9
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd Edition). Thousand Oaks, CA: Sage Publication.
Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44(1), 113-126.
Demetriou, H., Wilson, E., & Winterbottom, M. (2009). The role of emotion in teaching: Are there differences between male and female newly qualified teachers' approaches to teaching? Educational Studies, 35(4), 449- 473.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.
Eisenberg, N., & Liew, J. (2009). Empathy. In R. A. Shweder, T. R. Bidell, A. C. Dailey, S. D. Dixon, P. J. Miller, & J. Modell, (Eds.), The child: An encyclopedic companion (pp. 316-318). Chicago: University of Chicago Press.
Eisenberg, N., & Strayer, J. (1987). Critical issues in the study of empathy. In N. Eisenberg & J. Strayer (Eds.), Empathy and its development (pp. 3-13). New York: Cambridge University Press.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
Glaser, B. G. (1978). Theoretical sensitivity: Advances in methodology of grounded theory. Mill Valley, CA: Sociology Press.
Harskamp, E., & Ding, N. (2006). Structured collaboration versus individual learning in solving physics problems. International Journal of Science Education, 28(14), 1669-1688.
Hoffman, M. L. (2001). Empathy and moral development: Implications for caring and justice. Cambridge, United Kingdom: Cambridge University Press.
Kılınc, A., Boyes, E., & Stanisstreet, M. (2011). Turkish school students and global warming: Beliefs and willingness to act. Eurasia Journal of Mathematics, Science & Technology Education, 7(2), 121-134.
Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Research, 29, 146-152.
Ladd, G. W., Buhs, E. S., & Seid, M. (2000). Children’s initial sentiments about kindergarten: Is school liking an antecedent of early classroom participation and achievement? Journal of Developmental Psychology, 46, 255- 279.
Lam, T. C. M., Kolomitro, K., & Alamparambil, F. C. (2011). Empathy training: Methods, evaluation practices, and validity. Journal of MultiDisciplinary Evaluation, 7(16), 162- 200.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Liew, J. (2012). Effortful control, executive functions, and education: Bringing self- regulatory and socialemotional competencies to the table. Child Development Perspectives, 6, 105-111.
Liew, J., Chen, Q., & Hughes, J. N. (2010). Child effortful control, teacher-student relationships, and achievement in academically at-risk children: Additive and interactive effects. Early Childhood Research Quarterly, 25, 51-64.
Micari, M., & Light, G. (2009). Reliance to Independence: Approaches to learning in peer-led undergraduate science, technology, engineering, and mathematics workshops. International Journal of Science Education, 31(13), 1713-1741.
Oliver, D. G., Serovich, J. M., & Mason, T. L. (2005, December). Social forces, constraints and opportunities with interview transcription: Towards reflection in qualitative research. Social Forces, 84(2), 1273-1289.
Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345-375.
Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33, 444-458.
Ritchie, S. M., & Tobin, K. (2001). Actions and discourses for transformative understanding in a middle school science class. International Journal of Science Education, 23(3), 283- 299.
Selman, R. L. (1975). Level of social perspective taking and the development of empathy in children: Speculations from a Social‐Cognitive viewpoint. Journal of Moral Education, 5(1), 35-43.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-21.
Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin, & Y. S. Lincoln (Eds.). The Sage handbook of qualitative research (pp. 443-467). Thousand Oaks, CA: Sage Publication.
Teich, N., (1992). Teaching for and about empathy as a collaborative rhetoric. In N. Teich (Ed), Rogerian perspectives: Collaborative rhetoric for oral and written communication (pp. 237-248). Norwood, NJ: Ablex Publishing Group.
Tella, A. (2007). The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 149-156.
Tettegah, S., & Anderson, C. J. (2007). Pre-service teachers’ empathy and cognitions: Statistical analysis of text data by graphical models. Contemporary Educational Psychology, 32, 48-82.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
Zeyer, A. (2010). Motivation to learn science and cognitive style. Eurasia Journal of Mathematics, Science & Technology Education, 6(2), 123-130.

How to cite this article

APA

Arghode, V., Yalvac, B., & Liew, J. (2013). Teacher Empathy and Science Education: A Collective Case Study. Eurasia Journal of Mathematics, Science and Technology Education, 9(2), 89-99. https://doi.org/10.12973/eurasia.2013.921a

Vancouver

Arghode V, Yalvac B, Liew J. Teacher Empathy and Science Education: A Collective Case Study. EURASIA J Math Sci Tech Ed. 2013;9(2):89-99. https://doi.org/10.12973/eurasia.2013.921a

AMA

Arghode V, Yalvac B, Liew J. Teacher Empathy and Science Education: A Collective Case Study. EURASIA J Math Sci Tech Ed. 2013;9(2), 89-99. https://doi.org/10.12973/eurasia.2013.921a

Chicago

Arghode, Vishal, Bugrahan Yalvac, and Jeffrey Liew. "Teacher Empathy and Science Education: A Collective Case Study". Eurasia Journal of Mathematics, Science and Technology Education 2013 9 no. 2 (2013): 89-99. https://doi.org/10.12973/eurasia.2013.921a

Harvard

Arghode, V., Yalvac, B., and Liew, J. (2013). Teacher Empathy and Science Education: A Collective Case Study. Eurasia Journal of Mathematics, Science and Technology Education, 9(2), pp. 89-99. https://doi.org/10.12973/eurasia.2013.921a

MLA

Arghode, Vishal et al. "Teacher Empathy and Science Education: A Collective Case Study". Eurasia Journal of Mathematics, Science and Technology Education, vol. 9, no. 2, 2013, pp. 89-99. https://doi.org/10.12973/eurasia.2013.921a