The document discusses using a cooperative learning approach to teach acceleration in a 4th grade physics class in Greece. The class was divided into groups of four students who worked together in the computer lab to research acceleration, its definition, units of measurement, and graphs of velocity, displacement, and time. The cooperative method encourages teamwork, self-discovery, and initiative compared to a teacher-centered approach, but it requires more time and computer resources that may not be available.

1. Cooperative learning Physics
4th EPAL KAVALAS - GREECE

2. Acceleration taught using the method of
co-operative approach
• The chosen subject was acceleration. The students were divided
into groups of four and they worked in our school’s computer
laboratory so as to have access to the internet.
• The sub-topics of the main topic were:
• What is acceleration and how is it defined? Is it a scalar or a vector
quantity? What is the unit of measurement of acceleration?
• What do we call uniform linear motion and what is the graph of
acceleration-velocity like?
• How do we define velocity in uniform linear motion and how do we
prove the formula u=u0+at? What is the graph of velocity-time like?
• How do we define displacement in uniform linear motion and how
do we prove the formula S=u0t+1/2 at2? What is the graph of
displacent-time like?

3. What are the benefits of the co-operative
method in relation to the teacher-centered one
• The student is inspired by a sense of team
cooperation, tolerance and fraternity.
• Within the group, the student acquires more self-
discovery, initiative and self-esteem.
• Students learn to work by themselves and they
come in direct contact with the object of the
particular knowledge.
• The issue of indiscipline is limited and what
predomines is healthy competition as well as co-
operation within the group.

4. The potential disadvantages are:
• It is more time-consuming, as it demands
more tuition time.
• Often the use of computers is required, in
most schools the computer rooms are not
enough for all classes.
• Students don’t get the chance to practise for a
long time on the application of the formulas
they are taught through the exercises.