Lesson 8(Teaching With Contrived Experiences)

1.

Which of the following are under contrived experiences?
- A.
  
  Atom
- B.
  
  Globe
- C.
  
  Planetarium
- D.
  
  Preserved specimen
- E.
  
  All of the above
Correct Answer(s)
B. Globe
E. All of the above

Explanation
The correct answer is "globe, all of the above." Contrived experiences refer to artificially created environments or situations. A globe is a representation of the Earth, created for educational purposes. A planetarium is a simulated environment that replicates the night sky. Preserved specimens are objects that have been treated to maintain their original form. All of these options involve artificial or manipulated experiences, making them fall under the category of contrived experiences.

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2.

What is contrived experience?
- A.
  
  Edited copies of reality
- B.
  
  Humanization of life
- C.
  
  Made for man
- D.
  
  Serve of man
Correct Answer
A. Edited copies of reality

Explanation
Contrived experience refers to the creation of artificial or manipulated versions of reality. It involves altering or editing aspects of reality to create a specific experience or perception. This can be seen in various forms such as virtual reality, augmented reality, or even in media and entertainment where reality is often modified or enhanced for storytelling purposes. Contrived experiences are designed to provide a curated or controlled version of reality, allowing individuals to engage with a modified version of the world around them.

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3.

Classified as "models"
- A.
  
  Globe
- B.
  
  Atom
- C.
  
  Atom and the planetarium
- D.
  
  Planetarium
- E.
  
  Preserved specimen
Correct Answer
C. Atom and the planetarium

Explanation
The term "models" refers to objects or representations that are used to depict or explain something. In this context, both the atom and the planetarium can be classified as models. The atom is a model used to understand the structure and behavior of matter at the smallest scale, while the planetarium is a model used to simulate and study celestial objects and phenomena. Both of these objects serve as tools to help us better understand and visualize complex concepts in science.

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4.

What is mock up?
- A.
  
  Arrangement of the planets is shown
- B.
  
  A model of each planet' rotation and revolution
- C.
  
  A special model where the parts of a model are singled out.
- D.
  
  Axis of the planets around the sun
- E.
  
  Individual or item considered typical of a group, class or a whole.
Correct Answer
C. A special model where the parts of a model are singled out.
5.

What is specimen?
- A.
  
  Any individual or item considered typical of a group, class or whole
- B.
  
  A representation of a manageable real event
- C.
  
  Instructional material included in contrived experience
- D.
  
  Motivate learners
- E.
  
  Disabilities simulated the experiences of visual
Correct Answer
A. Any individual or item considered typical of a group, class or whole

Explanation
A specimen refers to any individual or item that is considered typical of a group, class, or whole. This means that the specimen represents the characteristics or qualities that are common or representative of the larger group or category. It can be used as a sample or example to study or analyze the features, behavior, or properties of the entire group.

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6.

What is game?
- A.
  
  Meaningful attainment
- B.
  
  Instructional material that play to win
- C.
  
  Visual aid
- D.
  
  Instructional design
- E.
  
  Instructional media
Correct Answer
B. Instructional material that play to win
7.

General purposes of simulations and games in education?
- A.
  
  To develop changes in attitudes
- B.
  
  To motivate learners
- C.
  
  To develop analytical processes
- D.
  
  To change specific behaviors
- E.
  
  All of the above
Correct Answer
E. All of the above

Explanation
Simulations and games in education serve multiple purposes. They can be used to develop changes in attitudes by immersing learners in realistic scenarios that challenge their preconceived notions. They also have the potential to motivate learners by making the learning experience more engaging and interactive. Additionally, simulations and games can develop analytical processes by requiring learners to think critically, problem-solve, and make strategic decisions. Lastly, they can be used to change specific behaviors by providing learners with opportunities to practice and apply new skills in a safe and controlled environment. Therefore, the correct answer is "all of the above."

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8.

Why we use simulations and games?
- A.
  
  To make our classes interactive and to develop the decision-making skills and knowledge construction skills of our student
- B.
  
  To have a winner
- C.
  
  To have successfully taught
- D.
  
  No need in school
- E.
  
  All of the above
Correct Answer
A. To make our classes interactive and to develop the decision-making skills and knowledge construction skills of our student

Explanation
Simulations and games are used in education to make classes interactive and enhance students' decision-making and knowledge construction skills. These activities provide a hands-on learning experience that engages students and allows them to apply their knowledge in a practical setting. By participating in simulations and games, students can develop critical thinking skills, problem-solving abilities, and teamwork. Additionally, these activities make learning enjoyable and help students retain information better. Therefore, the correct answer is to make our classes interactive and to develop the decision-making skills and knowledge construction skills of our students.

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9.

Does the model oversimplify the idea?
- A.
  
  Yes
- B.
  
  No
- C.
  
  Maybe
Correct Answer
A. Yes

Explanation
The correct answer is "yes" because oversimplification refers to the act of presenting a complex idea or concept in a simplified or overly general manner, often ignoring important nuances or details. If the model oversimplifies the idea, it means that it is reducing the complexity of the concept to a point where it may lose accuracy or fail to capture the full scope of the idea.

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10.

When contrived experiences are substitutes?
- A.
  
  In real things not feasible to bring the real things to the class
- B.
  
  Giving the scale
- C.
  
  Taught with audio
- D.
  
  In drawings material
Correct Answer
A. In real things not feasible to bring the real things to the class

Explanation
The correct answer suggests that contrived experiences are used as substitutes when it is not possible or practical to bring real things to the class. This could be due to various reasons such as the size or scale of the objects, the availability of resources, or the need for safety. In such cases, contrived experiences like audio recordings or drawings are used to provide a simulated or representative experience for the students.

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Lesson 8(Teaching With Contrived Experiences)

Which of the following are under contrived experiences?

What is contrived experience?

Classified as "models"

What is mock up?

What is specimen?

What is game?

General purposes of simulations and games in education?

Why we use simulations and games?

Does the model oversimplify the idea?

When contrived experiences are substitutes?