Qualitative Study on Integrating Cooperative Learning Instructional Strategy for Science Education Teaching in Nigeria: A Philosophical Review
DOI:
https://doi.org/10.64348/zije.202526Keywords:
Cooperative Learning, Philosophical Analysis, Science EducationAbstract
This chapter explores cooperative learning as a philosophically grounded instructional strategy in science education. Drawing from constructivism, pragmatism, and social learning theory, it highlights how cooperative learning fosters both cognitive and social development in learners. Cooperative learning is presented as an effective platform that supports critical thinking, communication, collaboration, and problem-solving—core competencies required for scientific inquiry and professional success. The chapter discusses key structural elements of cooperative learning, including positive interdependence, individual accountability, promotive interaction, interpersonal skills, and group processing, and aligns them with the collaborative nature of scientific practice. The philosophical foundations examined provide a robust justification for integrating cooperative learning in science classrooms. While the approach offers numerous benefits, challenges such as unequal participation, group conflicts, and assessment complexities remain. Ultimately, cooperative learning emerges as a dynamic and philosophically justified pedagogical approach that can enrich science education when applied effectively. Some recommendations were made.
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