Science lessons taught via experiments motivate the students, and make them more insistent on learning science. This study aims to examine the effects of cooperative learning on students' academic achievements and their skills in identifying laboratory equipments. The sample for the study consisted of a total of 43 sophomore students in primary school education and who took a science technology laboratory applications course in the 2010 to 2011 academic year. Students took the course in two groups, one of which was selected, via cluster sampling, as the control group in which the traditional learning method was used, and the other as the experimental group, in which the cooperative learning method was used. The data were gathered using four measurement tools: The preliminary knowledge test (PKT), the science-technology laboratory achievement test (STLAT), the identification of experimental equipment test (IEET), and the science-technology course attitude scale (STCAS). Results of the study showed that the experimental group, compared to the control group, scored higher in academic achievement, in the identification of laboratory equipment, and in the attitudes towards science, and that the differences were statistically significant. (Contains 8 tables.)