Cooperative Learning 1Cooperative Learning: the Most Effective Method for Learning ScienceMarissa L. MullenCalifornia State University, NorthridgeCooperative Learning 2AbstractPaper discusses the benefits of using cooperative learning in science education. An overview of cooperative learning is presented, including a definition and several cooperative learning strategies. Benefits of cooperative learning include students developing their own understanding of material, an increase in knowledge retention, development of students’ communication skills, and promotion of tolerance of diversity within the classroom.Cooperative Learning 3Cooperative Learning: the Most Effective Method for Learning ScienceCooperation is a fundamental life skill that is used throughout all aspects of socialinteraction, in school, work, family, and social relationships. Therefore, cooperative learning is an essential component of education. According to Lin, “humans learn best when they collaborate with others and actively process personally meaningful information” (Lin, 2006, p.35). Cooperative learning is the most effective way for students to learn science because it encourages student engagement, helps students develop their own understanding of scientific concepts, and develops communication skills and scientific thinking processes (Lin, 2006; Slavin, 2003; Mitchell, Rosemary, Bramwell, Solonsky & Lilly, 2004). Overview of Cooperative LearningCooperative learning is defined as “an instructional method in which students work in small groups to accomplish a common learning goal” (Lin, 2006, p.34), students working together “to help each other learn” (Slavin, 2003, p.270). It encompasses numerous teaching strategies, such as “Think-Pair-Share,” “Jigsaw,” and “Numbered Heads Together” (Kagan, 1994). In “Think-Pair-Share,” students are working in pairs, first coming up with their own answer, and then sharing it with a partner. In “Numbered Heads Together” and “Jigsaw” students work in groups of four. For “Numbered Heads,” each student is assigned a particular task to aid in the formation of the group product; in “Jigsaw,” each student in the group becomes an expert in one aspect of the assignment and is responsible for teaching the rest of the group that material (Kagan, 1994). These strategies give structure to group activities; the teacher explains and models the particularCooperative Learning 4strategy, and then it can be used again and again throughout the school year with differentcurriculum. Cooperative Learning ResearchAccording to numerous research studies, cooperative learning increases student achievement (Slavin, 2003). In a study done by Moore, after 24 hours, students were only able to retain 5% of lecture material, only 30% of material presented in a classroom demonstration, but 75-90% of material learned cooperatively (Moore, 2005). This increase in retention was a result of the students’ engagement in the curriculum; they immediately practiced what they had learned or taught the information to another student,reinforcing their own understanding (Lin, 2006).Benefits of Cooperative Learning in Science EducationScience curriculum contains many difficult concepts for students to understand – photosynthesis, balancing chemical equations, the nitrogen cycle, to name a few. Cooperative learning helps students understand these difficult ideas. In a lab setting, cooperative learning groups facilitate inquiry-based activities; students work together in agroup to solve a problem. However, not everything can be taught with hands-on materials. Cooperative learning strategies encourage students to use the same inquiry skills to understand material outside of the lab. Sharing their ideas with a partner or a group of students leads to discussion, exposing students to new points of view and encouraging them to explore new ideas. According to Lin, this leads students to an increased understanding of the material, leading them to “actively learn and make deeper connections among facts, concepts, and ideas” (Lin, 2006, p.34). Discussion also helpsCooperative Learning 5students identify and correct misconceptions they may have about science concepts (Slavin, 2003). Another benefit of using cooperative learning strategies is that it causes students to become responsible for their own learning. They are working to understand the science material without depending solely on the teacher for the answer. Working with their peers instead of receiving a lecture from the teacher creates a shift from the “paradigm of knowledge transfer” where the teacher is the only active participant while students passively listen, to the “paradigm of social constructivism” where the students are actively participating in creating their own knowledge (Mitchell et al., 2004, p.20). Furthermore, cooperative learning helps students develop communication skills. Students are able to share their ideas on a smaller scale, to a partner or a small group instead of the entire class. Because the goal is to work as a group, competition is reducedwithin the group, and students learn to become more tolerant and to accept diversity (Lin,2006). It is important, however, that the teacher chooses the group members and that groups are heterogeneous, mixed in ability levels, gender, and ethnicity (Mitchell et al., 2004, p.20). If students are allowed to create their own groups, typically they will “creategroupings that promote or reinforce status hierarchies” (Mitchell et al., 2004, p.21) whichcan discriminate against certain members of the class, such as shy or new students. Within heterogeneous groups, cooperative learning strategies have resulted in improvements of “self-esteem, attitudes toward school, and acceptance” (Slavin, 2003, p.275). Overall, cooperative learning is the best method for teaching science. Through cooperative learning strategies, students become involved in the learning process. TheyCooperative Learning 6develop their own understanding of science concepts, helping them retain more information. In addition, they develop important communication skills that will benefit their success in future endeavors, not only in school, but in life.Cooperative Learning 7ReferencesKagan, Dr. Spencer. (1994). Cooperative Learning. San Juan Capistrano: Kagan Cooperative Learning.Lin, Emily. (2006). 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