Investigation of the effects of the cooperative learning method on understanding the second law of thermodynamics and Entropy

The aim of this study was to investigate the effects of the cooperativelearning and traditional teaching methods on, (a) student achievement and retentionin the second law of thermodynamics and entropy in physics, (b) students? attitudestowards the subject of thermodynamics, (c) students? self-confidence in physics, andthe importance students placed on the factors affecting their learning. The study alsoexplored students? ideas about the cooperative learning and traditional teachingmethods.The study employed quasi-experimental research design. The sampleconsisted of 40 university students following a thermodynamics course at physicseducation department in a state university during 2005-2006 academic year. The datacollection instruments used in the study were the Second Law of Thermodynamicsand Entropy Test, the Attitude Scale Towards Thermodynamics, Confidence andImportance Scale in Physics, and Student Compositions. SPSS 11.0 statisticalcomputer software was used for the analysis of the data, and the students? ideas wereclassified into groups and presented as frequencies.Findings suggest that cooperative learning method increased studentachievement in thermodynamics, and improved student retention. However, therewas not a statistically significant difference between the Attitude Scale TowardsThermodynamics scores of the students in the control and experimental groups in thepost-test. The method did not improve student self-confidence in physics, and theimportance students placed on the factors affecting their learning.The students in the control group were pleased with the traditional teachingmethod, and believed that they reached an appropriate level of understanding.However, they were aware of the deficiencies of the method. Moreover, somestudents stated that traditional teaching lessons were entertaining and enjoyable.The students in the experimental group liked the cooperative learningmethod, and believed that the method, activities and materials used in the lessonsprovided them with meaningful and permanent learning. They stated that they did notget bored in the course. They found the lessons entertaining and enjoyable. They alsofelt that the method improved their communication and interaction skills with eachother and teacher. The results suggested that the cooperative learning method had apositive impact on the affective domain of student learning.Based on the findings of the study, some implications for teaching andresearch were also discussed.