Research lesson 2 of TTC1-G1

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DSM: The one (Bottle B) that is overflowed means that this one (Bottle A) contains more water. We want to get that response. We only have this, right… Actually, these [are]

not necessary; simply reviewing the previous lesson would already be enough.

… …

VNK: Now, the teacher demonstrates indirect comparison by filling in the water into the two bottles… Then, the teacher says, “[These are] the same type of container but contain different levels of water,” right.

JNL: Why do we have to tell them? Let them notice [this] themselves.

DSM: As demonstrated yesterday, [we] pour water from this bottle to this bottle, then [ask],

“Which one has more water?”

VNK: Alright, alright. The teacher demonstrates indirect comparison by pouring the water into the similar containers and asks that.

SPC: “How is the water?”

VNK: “Notice, how is the water?”

DSM: Just [ask] which one has more. “Which one contains more water?”

… …

VNK: Okay, only that, right? Next, [we] move to the conclusion. Our conclusion is that we recap the activity we have completed. “What have we done today? How do [we] know which bottle contains more water than another?” Let them repeat, right? [Then,] the teacher briefly says that if we want to know which bottle contains [a larger] amount of water than another, [we] must compare, [in a] direct and indirect way…the teacher concludes what has been demonstrated and reveals the answer at that time, as well.

KON: For the exercise, then, let students compare [in a] direct and indirect way.

VNK: For [the] evaluation, the teacher allows one to two volunteers to explain the comparison.

KON: Okay, allow only one to two students, right?

VNK: Because when we (students) do the activity, it is also [an] evaluation. Regarding the homework, we take the original words from SPC.

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following day. In reviewing the videos, the researcher noticed that the lesson was conducted similarly to the teaching of the first research lesson conducted on March 12, 2019.

SPC started the class by checking who was absent. In this lesson, three students were absent. She then asked the students about the date, subject, and lesson unit. This lesson continued from the previous lesson unit—Lesson 13, quantity comparison (cont.). Then, the teacher spent approximately 10 minutes reviewing the previous lesson by asking about the yellow water in the plastic bag. The teacher warned the students not to drink this water. She then asked if it was increasing when the teacher pushed the bottom of the bag up, if it was decreasing when the teacher released the bag’s bottom, or if it remained unchanged. For those expressions, the teacher asked for a reason why, as demonstrated in the following conversation:

Teacher: If water of Oishii then we can drink, correct? If it [has a] color, can we drink?

Students: No.

Teacher: If Oishii, then, we can drink it. If [you look at] this water in this plastic bag, [what does its shape look] like?

Students: Small.

Teacher: Small. If I press its bottom up, how is the water?

Students: Large.

Teacher: Large. Is it a large [appearance]?

Students: Large.

Teacher: Large. Where does it come from? Why is it larger?

One Student: Because the teacher pressed its bottom up.

Teacher: Because teacher pressed its bottom up. Then, how [does it affect the water]?

Students: [It makes it] more.

Teacher: If I release its bottom, how is it?

Students: Small.

Teacher: Is it changing or not changing?

Students: Changing.

Then, the teacher concluded the reviewing of the previous lesson:

But, children, this—the water is the same quantity. Why is it large? Because the teacher presses its bottom up, right? But the amount of this water is not changing; it depends on the object that contains it. [When] water is in the larger object, then it will be decreased.

If [its container] is small, it will be increased, right? It will be more or increasing if the

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container is big. If [the container] is large, [water] will be decreased. Do you understand, children? If you understand, then, we will learn the next topic.

Then, the teacher moved on to the main activity. She warned students to be quiet before showing the two empty bottles. One was an empty milk bottle and the other was an empty water bottle. After that, she had conversation with the students for approximately 10 minutes regarding these empty bottles. She asked the students to compare using their eyes and tries to answer the teacher’s question, “Please notice which bottle is bigger, which bottle is smaller?”

Then, the students replied; some said “water bottle,” and some said “milk bottle.” The reasons the students gave to the teacher were “the milk bottle was big, fat” while the water bottle was

“slim and tall.” The teacher still kept asking the same questions repeatedly. The following are the excerpts of their conversation.

Teacher: ... the milk bottle, how was it?

Students: Short, big.

Teacher: Short. How is the water bottle? Please answer all together.

Students: The water bottle is long.

Teacher: How is the milk bottle?

Students: It is short.

Teacher: How about this one? The water bottle is small, and the milk bottle is big, correct?

Students: No.

Teacher: Please answer together which bottle is big or small.

Students: The water bottle is small; the milk bottle is shorter.

Then, the teacher immediately asked a question for students to predict that “if teacher pours water into these two bottles, which bottle do you think will contain more water than the other?” The teacher then showed two bottles full of water. The teacher asked the students to raise their hands if they thought the water bottle was bigger than the milk bottle. Nearly every student raised his or her hands. Only one student raised his hand for the second bottle (milk bottle). Then, the teacher demonstrated to confirm her question. She poured water from the milk bottle into the (cut) Bottle A; then, she poured water from the water bottle into the (cut) Bottle B. These two cut bottles, A and B, were the same size and height. Then, the teacher demonstrated by pouring the water into those bottles. Apparently, one boy said, “Bottle A has more, teacher,” as illustrated in the conversation below:

127 Student: A has more, teacher.

Teacher: (laughs) Okay, who notices what?

Students: A has more water. (in unison)

Teacher: A-HA—Bottle A has more water than Bottle…

Students: B.

teacher: Is it?

Students: Yes.

Teacher: Whose answer is correct?

Students: Putsadi. (in unison)

Teacher: Why does it have more water, then?

One girl: Because the milk bottle is fat.

Teacher: Because the milk bottle is fat. How about this tiger head bottle?

Students: Slim (in unison).

The teacher and students already correctly answered that Bottle A contained more water than Bottle B, because they observed those two cut bottles that the teacher just recently put the water in. However, the teacher was still searching for two students to confirm. She asked, “Why [does it have] more water than [the other], why? Please stand up. Why does it have more water?

Why, because A and B are how? How is Bottle A?” Thus, two boys stood up and answered her questions.

However, the lesson did not end there. The teacher continued the demonstration by pouring the water from the milk bottle (Bottle A) into the empty water bottle (Bottle B). Then she asked, “Why is it overflowed?” “Because the milk bottle has more water,” the boy replied.

The teacher ignored the answer but asked the class, “Why?” The answer was the same as, “The milk bottle is fat, the water bottle is slim,” etc., as shown in their dialogue below:

Teacher: When I pour [the water], then, it is overflowed. Why is it overflowed? How is the water bottle?

One student: The water bottle is tall, but it is small and has a little water (a girl student) Teacher: How about the milk bottle?

One student: The milk bottle is short, and it contains more water. (a girl student) Teacher: It is short, but why does it contain more water? How?

One student: Because the water bottle is slim and milk bottle is fat. (a girl student)

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The teacher kept asking those questions repeatedly about Bottles A and B until the time was up. She then informed her students to remember “the comparison of these is to let children know that this is direct comparison (pouring water into the cut bottles, A & B), and this one is indirect comparison (pouring water from Bottle A into Bottle B).” The teacher then concluded the lesson as follows:

This is quantity comparison [used] to know which one has less or more…Water, it does not change its shape. [However,] when it is in any container, then it will change according to that container. Do you understand? If we put [water] in the plastic bag, then it will be in the shape of the plastic bag, right? If we put water in the bottle, then it will be in the shape of the bottle, right? If it is in the water bottle, then it will be in the shape of the water bottle, but it is the same amount; [it is] just transforming according to the shape of the container. Please understand that, children.