INTRODUCTION
If for one reason or another, we cannot employ direct experiences as materials for instruction, let us make use of an “edited” version of direct experience-the contrived experiences.
If for one reason or another, we cannot employ direct experiences as materials for instruction, let us make use of an “edited” version of direct experience-the contrived experiences.
ABSTRACTION
The model of atom, the globe, the planetarium the simulated election process and the preserved specimen fall under contrived experiences the second band of experiences in Dale’s Cone of Experience
Contrived Experiences- these are “edited” copies of reality and are used as substitutes for real things when it is not practical or do the real thing in the classroom. These are designed tosimulated to real-life situation.
The model of atom, the globe, the planetarium the simulated election process and the preserved specimen fall under contrived experiences the second band of experiences in Dale’s Cone of Experience
Contrived Experiences- these are “edited” copies of reality and are used as substitutes for real things when it is not practical or do the real thing in the classroom. These are designed tosimulated to real-life situation.
These
include:
Model-
is a reproduction of a real thing in a small scale, or large scale or exact
size. It is a substitute for a real thing which may or may not be operational.
Mock-up- is an arrangement of real device or associated devices, displayed in such a way that representation of reality is created. The mock-up may be simplified in order to emphasize certain features.
-Is a special model where the parts of a model are signed 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’s specimen in science.
Simulation- is a representation of manageable real event in which the learners I active participants engage in learning a behaviour in or inn applying previously acquired skills or knowledge.
-simulations need not have a winner
-seem to be more easily applied to study of issues rather than to process.
Mock-up- is an arrangement of real device or associated devices, displayed in such a way that representation of reality is created. The mock-up may be simplified in order to emphasize certain features.
-Is a special model where the parts of a model are signed 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’s specimen in science.
Simulation- is a representation of manageable real event in which the learners I active participants engage in learning a behaviour in or inn applying previously acquired skills or knowledge.
-simulations need not have a winner
-seem to be more easily applied to study of issues rather than to process.
Games-played
to win
-are used of any these purposes:
To practice and/or to refine knowledge/skills already acquire
To identify gaps or weaknesses in knowledge or skills
To serve as a summation or review
To develop new relationships among concepts and principles
-are used of any these purposes:
To practice and/or to refine knowledge/skills already acquire
To identify gaps or weaknesses in knowledge or skills
To serve as a summation or review
To develop new relationships among concepts and principles
Why
do we make use of contrived experiences?
We use models, mock-ups, specimen and objects to:
We use models, mock-ups, specimen and objects to:
1.Overcome limitation 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
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, and
5. Help the learners understand abstractions.
5. Help the learners understand abstractions.
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