Contrived experiences are simulations or representations of real-world experiences that are used in teaching when it is not possible to bring the real thing into the classroom. There are several types of contrived experiences that can be used, including models, mock-ups, specimens, objects, and simulations. Contrived experiences are used to overcome limitations of space and time, to focus learning on specific parts or processes, and to help students understand concepts that are otherwise inaccessible or abstract. Some purposes of using simulations and games in education include developing changes in attitudes, preparing students for new roles, increasing understanding of current roles, and motivating learners.

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
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experiences.html
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http://www.slideshare.net/lourise/mebeth-powerpoint
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http://jembell.files.wordpress.com/2012/10/sales.pptx
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July 2013