Contrived experiences are edited versions of reality that are used as substitutes for real things in the classroom when bringing the real thing is not practical or possible. There are various types of contrived experiences including models, mock ups, specimens, objects, and simulations. Contrived experiences are used to overcome limitations like space and time, edit reality to focus on specific parts or processes, overcome difficulties related to size, understand inaccessible concepts, and help students understand abstractions. Simulations differ from games in that games are played to win while simulations do not necessarily have winners.

1. CONTRIVE
EXPERIENCES

2. WHAT IS CONTRIVE
EXPERIENCE?
-These are edited copies of reality and used
as substitutes for real things when it is not
practical or not possible to bring or do the
real thing in the classroom.

3. These are the varied type of contrive experiences:
 Model- is a “reproduction of a real thing in a
small scale, or a large scale, or exact size –but
made of synthetic materials.

4.  Mock up- is “an arrangement of a real device or
associated devices , displayed in such a way that
presentation of reality is created

5. Specimen- is any individual or item considered
typical of group, class or whole.
Objects- may also include artifacts displayed in
museum or in objects displayed in exhibits or
preserved insect specimens in science.

6. 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.

7. Is there a difference between a game and
simulation?
 Game is played to win while simulations need not
have to winner.

8. Why do we make use of contrived experience? We use models,
mock ups, specimens and objects to:
1. 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 of size
4. To understand the inaccessible, an
5. Help the learners understand abstractions.

9. 10 general purposes of simulations and games in education:
1. To develop changes in attitudes
2. To change specific behaviors
3. To prepare participants for assuming new roles
4. To help individuals understand their current roles

10. 5. To increase the students’ ability to apply principles
6. To reduce 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 role

11. PRESENTATION
SUMMITED BY: MERLINDA B. COSME
SUBMMITED TO: MISS JAYDEE DE LEON