There are several challenges of using group and cooperative strategies in supporting student learning First, such strategies should be able to address student learning along multiple dimensions of the cognitive, affective, and social domains of learning. Second science teachers using group and cooperative methods to address classroom learning issues have to be cognizant of any sociocultural peer effects due to ability, gender, and cultural differences(see, for example, Forman& Cazden, 1985). Third, cooperative learning involves interaction with peers in communities of learners a with computer data bases in a distributed fashion(see, for example, Brown et al 1993. Windschitl, 1998). These challenges should be incorporated into the teacher education programs to allow preservice teachers and in-service teachers to develop their knowledge of group and cooperative learning strategies used in their teaching.