Tvorba interaktivních animací a jejich použití v praxi
Creation of interactive animations and their use in practice

Summary/Abstract: This contribution presents the creation and verifying of the interdisciplinary interactive educational animations. The animations were created in order to support the teaching at secondary schools and high schools and to connect the knowledge and the skills in chemistry and biology.The authors of many research studies as well as the creators of the state educational strategies claim that nowadays a transition from a traditional way of teaching to the ac-tivating methods is needed (Ainsworth a kol., 2004; Barak, 2011). Furthermore, these methods should emphasize a pupils’ positive relation to the interdisciplinary nature of the learning content (Ainsworth a kol., 2004; Barak, 2011; Bétrancourt, 2000). A sur-vey examining the state of learning of the Digestion in human body topic was realized in 2018 in the Czech Republic. The questionnaires were filled in by approximately 150 secondary and high school chemistry and biology teachers across the whole country. On the basis of the results, this topic is perceived as interdisciplinary by the majority of the teachers, however, there is a lack of materials (f. e. animations) promoting its implementation into the both subjects equally. Thus, an educational animation was created in Adobe Flash Professional CS6 programme and afterwards verified using a pilot study. The animation consists of 26 subanimations which concern the chemical and biological nature of the topic of digestion in human body. In total 30 secondary school pupils participated in the pilot study. They were divided into the control group (that was taught in a traditional way) and the experimental group (where the learning process was supported by using the animation). According to the results of the pilot study, the pupils in the experimental group were more motivated while working with the animations and also achieved better study re-sults than the pupils in the control group.

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