This study adopted integrated cooperative learning and writing-to-learn activities rather than the traditional approach to having preservice science teachers acquire knowledge about classroom management. The effects of these practices were compared. This research aims to determine the effects of cooperative news articles and story writing, as well as online cooperative writing-to-learn practices, on preservice science teachers' levels of knowledge about classroom management courses. For this purpose, the study sought to answer the following research questions: 1. Do cooperative news articles and cooperative story-writing practices in an online environment affect preservice teachers' academic achievement? 2. Is there a statistically significant difference between the academic achievements of preservice teachers who practiced online cooperative news articles and cooperative story writing?