Lesson 8

Teaching with Contrived experiences

-          The model of the atom, the globe, the planetarium, the stimulated election process and the preserved specimen fall under contrived experiences, the second band of experiences in Dale’s Cone of Experiences.

What are Contrive experiences?

-          are used as substitutes for real things when it is not practical or not possible to bring or to the real thing in the classroom. These contrive experiences are designed to stimulate to real-life situations.

-          The atom, the planetarium are classified as models. A model is a “reproduction of real thing in a small scale, or large scale, or exact size-but made of synthetic materials. It is substitute for a real thing which may or may not be operational”.

-          The planetarium may also be considered a mock up. A mock up is arrangement of real device or associated devices, displayed in such way that representation of reality is created. The planetarium is an example of a mock up.

In the sense that the order or the arrangement of the planets is shown and the real process of the planets rotation on their axis and the revolution of the planets around the sun are displayed

The preserved specimens fall under specimens and objects. A specimen is any individual or item considered typical of a group, class or whole. Objects may also include artifacts displayed in museum or objects displayed in exhibits or preserved insects in science.

The school election process described above is a form of simulation. Simulation is a “representation of manageable real event in which the learner is an active participant engaged in learning behaviour or in applying previously acquired skills or knowledge.”

Is there a difference between a game and simulation? Game is played to win while simulation need not have a winner. Simulation, seem to be more easily applied to the study of issue rather than to processes.

-          Why do we make use of contrived experiences?

1.      Overcome limitation of space and time.

2.      To “edit” reality for us be able to focus on parts or process of a system that we intend to study.

3.      To overcome difficulties of size.

4.      To understand the inaccessible.

5.      Help the learners understand abstractions.

We use simulations and games to make our classes interactive and to develop the decision making skills and knowledge construction skills of our students.

Ten general purposes of simulation and game in education.

1.      To develop changes in attitudes