Teaching with Contrived Experiences
Lesson 8
“We teach
through a re-arrangement of the raw reality: a specimen, a manageable sample of
a whole… when the direct experience cannot be used properly in its natural
setting.”
What are contrived experiences?
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.
It make use of Model, Mock ups, Simulation, Specimen, Objects and Game.
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)
Mock up, is “an arrangement of a real device or associated devices, displayed
in such a ways that representation of reality is created. The mock up may be
simplified in order to emphasize certain features. It may be an economical
reproduction of a complicated or costly device, to be observed for learning
purposes. Usually, it is a prepared substitute for a real thing; sometimes it
is a giant enlargement.” (Brown, 1969) A mock up 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.
Specimen
is any individual or item considered typical of a group, class or whole.
Objects, may also include
artifacts displayed in a museum or objects displayed in exhibits or preserved
insect specimen in science.
Simulation, is a “representation of a manageable real event in which the
learner is an active participant engaged in learning a behavior or in applying
previously acquired skills or knowledge.” (Orlich, et al, 1994).
Game,
is played to win while simulations need not have a winner. Simulation is more
on studying of issues rather than process. Games are used with four purposes:
1) to practice and/or to refine knowledge/skills already acquired, 2) to
identify gaps or weaknesses in knowledge or skills, 3) to serve as a summation
or review, and 4) to develop new relationships among concepts and principles.
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