This study attempts to define the contradiction between cooperative learning, which has an important place in science education, and the relative evaluation system. The fixation of the situation which was done with the data obtained from the literature also has been supported with a semi-structured interview study conducted with eighteen science lecturers from Kazim Karabekir Educational Faculty. The qualitative analysis of the obtained data brought to light that the relative evaluation system has negative effects on the interaction among students. Such negativities have a quality that can be an obstacle to cooperative learning, which has an important place in science education. For this reason, it is considered that such a study will be beneficial to researchers who work on science education and education policies, and to science teachers.