2. OUTLINES:
Contrived experience
Example of contrived experience
Purposes of games
Difference between games and simulation
General purposes of simulation and games in
education
Why do we make use of contrived experience
3. CONTRIVED EXPERIENCES
is edited version of direct experiences
design to simulate to real- life situation
examples are model, mock up, objects,
specimens, games and simulation.
4. MODEL
is a reproduction of real thing in a small scale, or
large scale or exact size, but made up of synthetic
materials
substitute to a real thing which may or may not
operational
6. MOCK UP
is an arrangement of a real device or associated
devices, display in such a way that
representation of reality is created
substitute to real thing; sometimes it is giant
enlargement
example is planetarium
7. OBJECTS
May also include artifacts displayed in a
museum or things displayed in an exhibit or
preserved insect specimen.
Animal skull Different horns
8. SPECIMEN
Is any individual or item considered typical of a
group, class or a whole
HUMAN BRAIN
IN SPECIMEN JAR
9. SIMULATION
representation of a manageable real event in
which the learner is an active participant
engaged in learning behavior or in applying
previously acquired skills or knowledge
10. GAMES
forms of physical exercise taught to children at
school Plays
Examples are relay, bees,
11. PURPOSES OF GAMES
To practice or refine knowledge or skills already
acquired
Identify gaps or weakness in knowledge or skills
serve as summation or review
Develop new relationships among concepts and
principles
12. DIFFERENCE BETWEEN GAMES
AND SIMULATION
Games are played to win: there is a competition
Simulation needs not winner, seems to be more
easily applied to the issues rather than
13. GENERAL PURPOSES OF
SIMULATION AND GAMES IN
EDUCATION
Develop changes in attitude
Change specific behavior
Prepare for participants for assuming new roles in d’
future
Help individuals understand their current roles
Increase the students’ ability to apply principles
14. Reduce complex problems or situations to
manageable elements
Illustrate roles that may affect one’s life but
that one may never assume
to motivate learners
Develop analytical processes
sensitize individuals to another person’s life
15. WHY DO WE MAKE USE OF
CONTRIVED EXPERIENCE
To overcome 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
To understand inaccessible
Help the learner understand abstractions
16. Questions enumerated by Edgar Dale
in evaluating contrived experience
used in class
CLARIZZE P. TAGUININ
(2BEED-2A)
