The effect of using tests via Google Classroom on the teaching-learning processes of chemistry
An empirical study conducted in two elementary schools (8th and 10th grade) is the subject of chemistry during teaching-learning processes
DOI:
https://doi.org/10.56665/PADIPE.2023.1.2Keywords:
digital pedagogy, Google classroom tests, creative science pedagogy, paper-based and digital subjective creationAbstract
Distance education during the pandemic posed a new challenge in public education, which significantly influenced the
teaching-learning processes prevailing in the teacher-student-curriculum relationship system. During the return to contact classes, it was possible to use the time available for teaching chemistry more effectively by using the parts of the Google Classroom platform. In this way, empirical knowledge transfer, practice with homework, self-organization, assessment through tests and preparation for a thesis, as well as the appearance of learning through creation, could become more prominent.
In this text, a possible solution and its non-representative empirical investigation were described, summarizing the results of which gives an answer to the question of how the use of tests via Google Classroom had an effect on the chemistry teaching-learning processes in two elementary schools in Zala.
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