Teaching with Contrived Experiences


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Teaching with Contrived Experiences

  1. 1. Republic of the Philippines MINDANAO STATE UNIVERSITRY COLLEGE OF EDUCATION General Santos City Presented by: KIMPEE I. BLAHING Course: BSEd Biology – 3rd yr. Presented to: MARIA THERESA P. PELONES, D.M. ED105 A – Ed Tech 1 TEACHING WITH CONTRIVED EXPERIENCES Contrived experiences are “edited” copies of reality and are used as substitutes for real things when it is not possible to bring or do the real thing in the classroom. The types of contrived experiences: 1. MODELS – a “reproduction of areal thing in a small scale, or large scale, or exact size- but made of synthetic material. It is substitute for a real thing w/c may or may not be operational.” (Brown, et al, 1969) 2. MOCK-UP – is an “arrangement of a real device or associated devices, displayed in such a way that representation of reality is created…” (Brown, 1969) 3. SPECIMENS – any individual or item considered typical of a group, class or whole. 4. OBJECTS – it may include artifacts displayed in museum or objects displayed in exhibits or preserved insect specimen in science. 5. SIMULATION – “a representation of a manageable real event in w/c the leaner is an active participant engaged in learning a behavior or in applying previously acquired skills or knowledge.” (Orlich, et al, 1994) 6. GAME – it is like simulation except that games are played to win while simulations need not to have a winner. Why do we make use of contrived experiences? 1. To overcome limitations of space and time 2. To “edit” reality for us to be able to focus on parts or a process of a system that we intend to study 3. To overcome difficulties 4. To understand inaccessible 5. Help the learner understand abstractions 10 general purposes of simulations and games in education according to Orlich, et al (1994) 1. To develop changes in attitude. 2. To change specific behaviors. 3. To prepare participants for assuming new roles in the future. 4. To help individuals understand their current roles. 5. To increase the student’s ability to apply principles. 6. To increase complex problems or situations to manageable elements. 7. To illustrate roles that may affect one’s life but that one may never assume. 8. To motivate learners. 9. To develop analytical processes. 10. To sensitize individuals to another person’s life. References: Corpuz, Brenda B. et.al (2012). Educational Technology 1. Second Edition. Lorimar Publising, Inc. Cubao, Quezon City, Metro Manila, Philippines. http://arlynmadelo.blogspot.com/2013/02/teaching-with-contrived-experiences.html http://edvincentcahulugan.blogspot.com/2013/01/lesson-8-teaching-with-contrived.html http://feleciomary.blogspot.com/2012/12/lesson-8-teaching-with-contrived.html http://luminariasshannonlec.blogspot.com/2012/01/lesson-8-teachinh-with-contrived.html http://melancolicobeatriz76.blogspot.com/2010/12/teaching-with-contrived-experiences.html http://sheila-educational-technology.blogspot.com/2011/01/lb8-teaching-with-contrived experiences.html http://www.slideshare.net/denzk2003/direct-purposeful-contrived-experiences http://www.slideshare.net/aladinawa/teaching-with-contrived-and-dramatized-experiences http://www.slideshare.net/mequiann/manipulatives2007 http://www.slideshare.net/lourise/mebeth-powerpoint http://www.slideshare.net/jmmendoza21/the-cone-of-experience http://jembell.files.wordpress.com/2012/10/sales.pptx http://cteedtech2009.wikispaces.com/file/view/TEACHING+WITH+CONTRIVED+EXPERIENCES.ppt. July 2013