Cooperative Learning in the Science Classroom

Abstract

Byline: Emily Lin Even though much has been written about cooperative learning in recent years, busy high school teachers contending with heavy curricular and teaching demands might not know much about the instructional method. Equipped with only a partial understanding of cooperative learning, some teachers may view it as a series of forced artificial constructs while others may view it as simply separating students into groups for an activity. To help high school science teachers make sense of the extensive cooperative learning research over the last two decades, this article summarizes the major ideas behind the cooperative learning teaching model, provides educational research evidence that supports the use of cooperative methods in promoting higher student learning outcomes (Johnson, and Johnson 1994; Johnson, Johnson and Holubec 1998; Joyce, Showers, and Rolheiser-Bennett 1987; Marzano, Gaddy, and Dean 2000; Millis 1995; Slavin 1991; Stahl and VanSickle 1992), and outlines three cooperative learning strategies that can be applied to any science content area (Bianchini, Holthuis, and Nielson, 1995; Bianchini 1997; Bradley et al. 2002; Pratt 2003; Sharma, Millar, and Seth 1999). Cooperative learning definition Cooperative learning is an instructional method in which students work in small groups to accomplish a common learning goal under the guidance of a teacher. The method is characterized by the following features, which are distinct from other forms of group work: Learners positively depend on each other in a team to achieve a mutual learning goal. Learners engage in face-to-face interactions. Learners are assessed individually and held accountable for equally sharing and contributing to the mastery of learning goals. Learners use and develop appropriate collaborative and interpersonal skills to teach and encourage each other to learn. Learners reflect and assess the effectiveness of group functioning for future learning (Johnson and Johnson 1999; Kagan 1994). Cooperative learning processes lessen individual competitiveness and foster cooperative small problem-solving group behavior (Cooper 1990; Johnson, Johnson, and Holubec 1998; Joyce, Showers, and Rolheiser-Bennett 1987; Marzano, Gaddy, and Dean 2000; Millis 1995; Slavin 1991; Stahl and VanSickle 1992). By having learners treat each other as resources and requiring learners to go beyond only superficial engagement with learning materials, cooperative learning provides the social context for students to actively learn and make deeper connections among facts, concepts, and ideas. Cooperative learning research Three primary purposes of using cooperative learning are to develop students' social and communication skills, increase tolerance and acceptance of diversity, and improve academic achievement. Researchers found that students who participated in cooperative learning exhibited less competitive behavior and more cross-ethnic cooperation than those who participated in whole-class teaching (Sharan et al. 1984). Researchers also found that cooperative learning promotes better relationships among students with special needs and varying races and ethnicities (Johnson and Johnson 1999). In addition, research shows that humans learn best when they collaborate with others and actively process personally meaningful information. Surveying the research on innovative teaching practices that lead to higher student achievement, researchers concluded that the cooperative learning model was ranked first in teaching approaches that promote greater higher-order thinking, problem solving, and achievement (Joyce, Showers, and Rolheiser-Bennett 1987). Moreover, Moore's (2005) research showed that after a classroom lecture by the teacher students were only able to retain 5% of the information presented, and after a classroom demonstration by the teacher students were only able to retain 30% of the information, both after 24 hours. …

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