An action research framework is used to learn what cooperative learning activities mean to students in a physical chemistry course, to discover how the activities can be improved, and to learn how students' perception of cooperative learning changes. Through an analysis of field notes and a student questionnaire, two findings emerged which describe students' perception of cooperative learning activities. Cooperative learning activities provide a mechanism for students to develop a feeling of community in the classroom and relationships are viewed as a positive force in learning that promotes achievement through commitment and mutual goals. Among students whose perception of cooperative learning changed from negative to positive, the key factor is the promotion of commitment and mutual goals among group members. Other related factors explored include student preparation for group work, the role of teacher as facilitator of student learning, and conceptual learning. It is concluded that fostering a climate in which cooperation is accepted and expected will lead to an environment in which a wider range of student learning styles is supported. Contains 52 references. (DDR)