<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Matěj Novák</style></author><author><style face="normal" font="default" size="100%">Jan Petr</style></author><author><style face="normal" font="default" size="100%">Tomáš Ditrich</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SECONDARY SCHOOL STUDENTS’ PERSPECTIVES ON INCORPORATING BIOLOGY OLYMPIAD TASKS INTO BIOLOGY LESSONS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">Biology Olympiad</style></keyword><keyword><style  face="normal" font="default" size="100%">biology teaching tasks</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry-based science teaching and learning</style></keyword><keyword><style  face="normal" font="default" size="100%">questionnaire-based research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Tasks used in the Biology Olympiad (BiO) appear to be promising alternatives to traditional teaching tasks in biology education, as they frequently incorporate inquiry-based elements. This makes them a valuable resource for increasing students’ exposure to inquiry activities during classroom instruction. However, for teachers to effectively implement BiO tasks in their teaching practice, it is essential to identify and understand which aspects of these tasks pose the greatest difficulties for students. Therefore, tasks from the BiO (n = 5) were integrated into biology classes. Subsequently, a questionnaire revealed that students (n = 232) encountered the most significant challenges during the solution process with individual inquiry skills, such as inferring answers from comparisons, justifying claims, and drawing conclusions, compared with non-inquiry difficulties and practical biology skills. Furthermore, the research results showed that the majority of participants (77.2 %) positively perceived the inclusion of BiO tasks in biology lessons. Overall, if teachers consider the content difficulty of the tasks, incorporating BiO tasks into the teaching process could be a way to enhance students' inquiry skills during biology classes, and learning would be perceived as more attractive to the students.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">506-521</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Matěj Novák</style></author><author><style face="normal" font="default" size="100%">Jan Petr</style></author><author><style face="normal" font="default" size="100%">Tomáš Ditrich</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SECONDARY SCHOOL STUDENTS’ ABILITY TO WORK WITH THE TASKS DESIGNED FOR BIOLOGY OLYMPIAD</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">Biology Olympiad</style></keyword><keyword><style  face="normal" font="default" size="100%">difficulty of tasks</style></keyword><keyword><style  face="normal" font="default" size="100%">learning tasks</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1633974438.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">For the possibility of using competitive tasks from the Biology Olympiad (BiO), either directly or after certain adaptations for everyday teaching tasks in the teaching process, it was aimed to determine if students could work meaningfully with them. The success of 2nd-year secondary school students (n = 113) in solutions of tasks (n = 5) designated for BiO was compared with the solutions by the regional round BiO´s participants. One-way analysis of variance and Tukey´s multiple comparison test were used for the statistical evaluation of the data. The research shows that secondary school students achieved an average success rate of 47.58 ± 12.51 % and BiO participants 62.69 ± 9.86 %. Within the results of all selected tasks, at least someone of the class of the secondary students achieved similar results in each of the tasks as BiO participants. That indicates that secondary school students were able to work meaningfully with BiO tasks which confirmed students' eligibility for work with these tasks.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">827-839</style></section></record></records></xml>