| Attributes | Values |
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| rdf:type
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| Description
| - Science Olympiads are a self-improvement type of competition, in which students carefully solve prepared, complex tasks, demanding well-integrated knowledge, inquiring mind, creativity and science skills. The Biology Olympiad (BiO) is a national wide competition, which is, under auspices of Ministry of Education, organized as an extracurricular activity. The BiO is in fact guided inquiry, where the learner must sharpen or clarify the question provided by the material. The remainder is a highly self-directed activity of the student, i.e. to determine what constitutes evidence and collect it, to formulate explanation based on evidence, to examine other resources and relate them to the explanation, and to formulate reasonable and logical argument to communicate the authored solution. Thus, BiO meets the role of the Inquiry-based science education, as it engages students in authentic, open-ended problem-based learning activities; in experimental procedures, experiments and %22hands on%22 activities, including the search for information; in self-regulated sequences of knowledge and skills application and in argumentation and communication of the solution. The competition has hard-and-fast rules. It is held on three national and one international level and students and pupils compete in four age groups. The tasks are developed for the school, regional and national level. As the tasks have extraordinary inquiry provoking potential, it would be valuable to transform the ideas of the BiO into the regular instructions and use them also in teacher education. The paper deals with three questions: 1) Is the Transfer of the Tasks from Competition into Instruction Possible in General? What are the Necessary or Limiting Conditions? 2) What are the Features of the Tasks Especially Suitable for IBSTE? 3) What typical students' results or mistakes say about the process of learning and inquiry?
- Science Olympiads are a self-improvement type of competition, in which students carefully solve prepared, complex tasks, demanding well-integrated knowledge, inquiring mind, creativity and science skills. The Biology Olympiad (BiO) is a national wide competition, which is, under auspices of Ministry of Education, organized as an extracurricular activity. The BiO is in fact guided inquiry, where the learner must sharpen or clarify the question provided by the material. The remainder is a highly self-directed activity of the student, i.e. to determine what constitutes evidence and collect it, to formulate explanation based on evidence, to examine other resources and relate them to the explanation, and to formulate reasonable and logical argument to communicate the authored solution. Thus, BiO meets the role of the Inquiry-based science education, as it engages students in authentic, open-ended problem-based learning activities; in experimental procedures, experiments and %22hands on%22 activities, including the search for information; in self-regulated sequences of knowledge and skills application and in argumentation and communication of the solution. The competition has hard-and-fast rules. It is held on three national and one international level and students and pupils compete in four age groups. The tasks are developed for the school, regional and national level. As the tasks have extraordinary inquiry provoking potential, it would be valuable to transform the ideas of the BiO into the regular instructions and use them also in teacher education. The paper deals with three questions: 1) Is the Transfer of the Tasks from Competition into Instruction Possible in General? What are the Necessary or Limiting Conditions? 2) What are the Features of the Tasks Especially Suitable for IBSTE? 3) What typical students' results or mistakes say about the process of learning and inquiry? (en)
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| Title
| - Biology Olympiad as a model for Inquiry-Based Approaches
- Biology Olympiad as a model for Inquiry-Based Approaches (en)
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| skos:prefLabel
| - Biology Olympiad as a model for Inquiry-Based Approaches
- Biology Olympiad as a model for Inquiry-Based Approaches (en)
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| skos:notation
| - RIV/60076658:12410/14:43887811!RIV15-MSM-12410___
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| http://linked.open...avai/riv/aktivita
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| http://linked.open...avai/riv/aktivity
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| http://linked.open...vai/riv/dodaniDat
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| http://linked.open...aciTvurceVysledku
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| http://linked.open.../riv/druhVysledku
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| http://linked.open...iv/duvernostUdaju
| |
| http://linked.open...titaPredkladatele
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| http://linked.open...dnocenehoVysledku
| |
| http://linked.open...ai/riv/idVysledku
| - RIV/60076658:12410/14:43887811
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| http://linked.open...riv/jazykVysledku
| |
| http://linked.open.../riv/klicovaSlova
| - Science Education; Inquiry-oriented learning; Biology (en)
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| http://linked.open.../riv/klicoveSlovo
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| http://linked.open...ontrolniKodProRIV
| |
| http://linked.open...v/mistoKonaniAkce
| |
| http://linked.open...i/riv/mistoVydani
| |
| http://linked.open...i/riv/nazevZdroje
| - E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning
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| http://linked.open...in/vavai/riv/obor
| |
| http://linked.open...ichTvurcuVysledku
| |
| http://linked.open...cetTvurcuVysledku
| |
| http://linked.open...UplatneniVysledku
| |
| http://linked.open...iv/tvurceVysledku
| - Papáček, Miroslav
- Petr, Jan
- Stuchlíková, Iva
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| http://linked.open...vavai/riv/typAkce
| |
| http://linked.open.../riv/zahajeniAkce
| |
| number of pages
| |
| http://purl.org/ne...btex#hasPublisher
| - European Science Education Research Association
|
| https://schema.org/isbn
| |
| http://localhost/t...ganizacniJednotka
| |
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