This paper describes methods and the results of a work designed to analyze effectiveness of an experimental teachingsequence on the topic of magnetism. Cooperative learning techniques were employed to experimental group andconventional teaching method was used for control group throughout the teaching sequence. Sampling of the studyconsists of 19-20 years old 100 students at a state university in zmir, Turkey. Levels of pre-knowledge acquired bythe students were evaluated by means of a self-developed “Magnetism Topics Achievement Scale (MTAS)” and the progress and retention were determined by the same scale. A clear significant difference, as a conclusion, was detected in favor of the experimental group indicating the success of the cooperative learning teaching sequence. Additionally, personal compositions were administered to extract information about the students’ views on the overall actualteaching techniques and methods.