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    Direct Purposeful Experiences

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    Marlo Flores
    This document discusses direct, purposeful experiences and contrived experiences in learning. Direct experiences involve the senses and are undergone for a specific learning objective. John Dewey believed that experiences are better than just theories for learning. Contrived experiences are edited versions of real experiences that are designed to simulate real-life situations. They include models, mock-ups, objects, specimens, simulations, and games. Contrived experiences are used to overcome limitations like space and time, allow focusing on parts of a system, deal with issues of size, understand inaccessible concepts, and help learners grasp abstractions.

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    Direct Purposeful Experiences

    Uploaded by

    Marlo Flores
    40 views2 pages
    This document discusses direct, purposeful experiences and contrived experiences in learning. Direct experiences involve the senses and are undergone for a specific learning objective. John Dewey believed that experiences are better than just theories for learning. Contrived experiences are edited versions of real experiences that are designed to simulate real-life situations. They include models, mock-ups, objects, specimens, simulations, and games. Contrived experiences are used to overcome limitations like space and time, allow focusing on parts of a system, deal with issues of size, understand inaccessible concepts, and help learners grasp abstractions.

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    This document discusses direct, purposeful experiences and contrived experiences in learning. Direct experiences involve the senses and are undergone for a specific learning objective. John Dewey believed that experiences are better than just theories for learning. Contrived experiences are edited versions of real experiences that are designed to simulate real-life situations. They include models, mock-ups, objects, specimens, simulations, and games. Contrived experiences are used to overcome limitations like space and time, allow focusing on parts of a system, deal with issues of size, understand inaccessible concepts, and help learners grasp abstractions.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    40 views2 pages

    Direct Purposeful Experiences

    Uploaded by

    Marlo Flores
    This document discusses direct, purposeful experiences and contrived experiences in learning. Direct experiences involve the senses and are undergone for a specific learning objective. John Dewey believed that experiences are better than just theories for learning. Contrived experiences are edited versions of real experiences that are designed to simulate real-life situations. They include models, mock-ups, objects, specimens, simulations, and games. Contrived experiences are used to overcome limitations like space and time, allow focusing on parts of a system, deal with issues of size, understand inaccessible concepts, and help learners grasp abstractions.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 2

    DIRECT PURPOSEFUL EXPERIENCES

    • These are our concrete and first hand experiences that make up the foundation of
    our learning.
    • These are the rich experiences that our senses bring from which we construct the
    ideas, the concepts, the generalizations that give meaning and order to our lives. (Dale,
    1969)
    • They are the sensory experiences.

    Example of Direct Purposeful Activities


    • Preparing meals or snacks.
    • Making a piece of furniture.
    • Performing a laboratory experiment.
    • Delivering a speech.

    WHY ARE THESE DIRECT EXPERIENCES DESCRIBED TO BE PURPOSEFUL?


    • They are experiences that are internalized in the sense that these experiences
    involve the asking of questions that have significance in the life of the person
    undergoing the direct experience.
    • These experiences are undergone in relation to a purpose, i.e. learning
    • It is done in relation to a certain learning objective.
    “John Dewey has made his fundamental point succinctly: “An ounce of experience is
    better than a ton of theory because it is only in experience that a theory has vital and
    verifiable significance. An experience, a very humble experience, is capable of
    generating and carrying an amount of theory (or intellectual content), but a theory apart
    from experience cannot be definitely grasped as a theory. It tends to render thinking, or
    genuine theorizing unnecessary and impossible”

    WHAT DOES DIRECT, PURPOSEFUL EXPERIENCE IMPLY TO THE TEACHING-


    LEARNING PROCESS?
    1. Let us give our students opportunities to learn by doing. Let us immerse our
    students in the world of experience.
    2. Let us make use of real things as instructional materials for as long as we can.
    3. Let us help our students develop the five senses to the full to heighten their
    sensitivity to the world.
    4. Let us guide our students so that they can draw meaning from their first hand
    experiences and elevate their level of thinking.

    Sensory Graph
    CONTRIVED EXPERIENCES
     it is an edited version of direct experiences.
     design to stimulate to real life situation

    EXAMPLES OF CONTRIVED EXPERIENCES


    1. MODEL - is a reproduction of real thing in small scale or large scale or exact size but
    made up of synthetic materials.
    - substitute to a real thing which may or may not operation.

    2. MOCK-UPS - is a special model where the parts of a model are single out
    heightened and magnified in order to focus on the part or process under study.

    3. OBJECTS - may also include artifacts displayed in a museum or things displayed in


    an exhibit or preserved insect specimen in science.

    4. SPECIMES - a portion or quality of material for use in testing examination.

    5. SIMULATION - representation of a manageable real event in which the learner in an


    active participant engage in learning behavior in applying previously acquired skills or
    knowledge.

    6. GAMES - forms of physical exercise taught to children at school such as plays and
    relays.

    PURPOSES OF GAMES
    * to practice or refine knowledge or skills already acquired
    * identify gaps or weaknesses in knowledge or skills
    * serve as summation or review
    * develop new relationships among concepts and principles.

    Difference between Games and Simulation


    • Games are played to win, therefore there is a competition.
    • Simulation needs not winner seems to be more easily applied to the issues rather than
    to processes.

    WHY DO WE MAKE USE OF CONTRIVED EXPERIENCES


    1. To overcome limitations of space and time.
    2. To edit reality for us to be able to focus on parts or processes of a system that we
    intend to study.
    3. To overcome difficulties of size.
    4. To understand the inaccessible.
    5. To help learners understand abstraction.

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