Teaching with Contrived

Experiences

What are Contrived Experience?

These are “edited” copies of reality and are used as substitutes for real things when it is not practical or not possible to bring or do the real thing in the classroom.

These Contrived Experiences are designed to simulate to real life situations.

What are Varied Types of Contrived Experiences.

Models

Object Simulation Game

Mock up

Specimen

MODELS A model is a “reproduction of a real thing in a small

scale, or large scale, or exact size – but made of synthetic materials.

It is a substitute for a real thing which may or may not be operational” (Brown , et. Al. 1969).

The atom & the planetarium are classified as models.

SPECIMEN

Is any individual or item considered typical of group, class or whole.

MOCK UP Is an arrangement of a real device or

associated devices, displayed in such a way that representation of reality is created.

Is a special model where the parts of a model are singled out, heightened and magnified in order to focus on that part or process under study.

The planetarium may also be considered a mock up.

Prepared by:

Claudine VillarMarian Baredo

OBJECTS

May also include artificial displayed in a museum or objects displayed in exhibits or preserved insect specimens in science.

SIMULATION Is a representation of a manageable real event

in which the learner is an active participant engaged in learning a behaviour or in applying previously acquired skills or Knowledge.

GAME Is there a difference between a game and a

simulation. Games are played to win while simulation used

to have a winner simulation seems to be more easily applied to the study of issues rather than to process.

WHY DO WE MAKE USE OF CONTRIVED EXPERIENCE?

Over limitations of space and time. To “edit” reality for us to be able to focus

on parts or a process of a system that we intend to study.

To overcome difficulties of size. To understand the inaccessible Help the learner understand abstractions.

WHAT ARE THE GENERAL PURPOSES OF SIMULATION AND GAMES IN EDUCATION?

To developed changes in attitudes To change specific behaviours To prepare participants for assuming new roles in the future To help individuals understand their current roles To increase the student’s ability to apply principles To reduce complex problems or situations to manageable

elements To illustrate roles that may affect one’s life but that one may

never assume. To motivate learners To develop analytical process To sensitive individuals to another person’s life role.

“ We teach through a re – arrangement of the raw reality: a specimens, a manageable sample of a whole… When the direct experience cannot be used properly in its natural setting.”

- Edgar Dale