CONTRIVED SIMULATION
EXPERIENCES  Is a representation of a manageable
Is edited copies of reality and are used
as substitutes for real things when it is not
practical or not possible to bring or do the
real thing in the classroom.
Design to stimulate to real-life
situations.
TYPES OF CONTRIVED
EXPERIENCES
MODEL
 Is a reproduction of real thing in a
small scale, or large scale or exact
size, but made up of synthetic
materials.
 A substitute to a real thing which
may or may not operational.
 Examples: Globe, Atom, DNA
Structure
MOCK-UP
 Is an arrangement of a real device or
associated devices, displayed in such
a way that representation of reality is
created.
 May be simplified in order to certain
features.
 Examples: Planetarium, Oceanarium
SPECIMEN
 Any individual or item consider
typical of a group, class or whole.
 Examples: Human Brain, Preserved
Animals
OBJECTS
 May also include ARTIFACTS
displayed in museum or object
displayed in exhibits or preserved
insect specimens in Science.
 Examples: Stone Age, Animal Skulls
real event in which the learner is an
active participant engaged in learning
a behavior or applying previously
acquired skills or knowledge.
 Examples: Fire & Earthquake Drill
GAMES
 Forms of physical exercise taught to
children at school.
 Examples: Ball Games, Relays
Why do we make use of contrived
experiences?
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.
5. Help the learners understand
abstractions.
Simulations of Games in Education
1. To develop changes in attitudes.
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 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 sensitive individuals to another
person’s life role.
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