Cooperative Learning and Its Effects in Lower Secondary Science Classrooms : The Elements of Cooperative Learning Proposed by Johnson, et al

Abstract

Recently, there has been much research on cooperative learning among students. However, there is little research on the effects of cooperative learning, such as promoting the understanding of scientific concepts and the proper utilization of lab equipment. The purpose of this research project is to clarify the effects of cooperative learning structured by the five elements of Johnson, et al. Experimental lessons were conducted on the units about chemistry and meteorology in a lower secondary school. The experimental group classrooms introduced cooperative learning, the control group classrooms did not. The results are as follows: (1) The students in the experimental group made fewer mistakes in operating lab equipment and breaking them. (2) The students in the experimental group understood scientific concepts well after one month. (3) The students in the experimental group recognized that discussion and advice among students are important for experiments. These results suggest that cooperative learning structured by the five elements of Johnson, et al. is effective in lower secondary science classrooms.