ORGANISATION OF STUDENTS’ EDUCATIONAL AND RESEARCH ACTIVITIES IN BIOLOGY WITHIN THE NEW UKRAINIAN SCHOOL FRAMEWORK
DOI:
https://doi.org/10.54662/veresen.2.2026.03Keywords:
biology education, biology educational process, inquiry-based learning method, «New Ukrainian School» concept, research tasksAbstract
This scientific and methodological article examines the organisation of educational and research activities for students in biology classes under the New Ukrainian School (NUS) framework. It characterises modern approaches to implementing inquiry-based methods, including competency-based, activity-based, integrative, experimental-research, and information-research approaches. It is argued that inquiry-based learning facilitates the independent acquisition of knowledge through students' active participation in observations, experiments, and project work. Special attention is paid to the structure of research tasks, which encompass the full cycle of scientific cognition: from formulating hypotheses and planning experiments to data collection, analysis, and interpretation of results. The research provides concrete examples of structured assignments, such as modelling mini-aquatic ecosystems and studying the unique Marimo algae, which foster analytical thinking and practical skills in students aged 12 to 15. The study identifies common difficulties and barriers encountered during research activities and proposes methodologically sound strategies to overcome them. It is demonstrated that the integration of structured inquiry-based tasks stimulates students' motivation, increases engagement, and promotes a deeper understanding of natural phenomena. The findings are addressed to teachers, methodologists, and researchers in natural science education seeking to enhance biology instruction through modern inquiry-based methods. The ideas regarding the combination of experimental, project-based, and information-research activities within the context of the competency-based approach of the New Ukrainian School have been further developed.
References
Bybee, R. W. (2010). Advancing science education: The 5E instructional model (p. 102). Arlington, VA: National Science Teachers Association (eng).
Cabinet of Ministers of Ukraine. (2020). State standard of basic secondary education: Resolution of the CMU of September 30, 2020, № 898 [Electronic resource]. Retrieved March 14, 2026, from https://zakon.rada.gov.ua/laws/show/898-2020-%D0%BF#Text (ukr).
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28–54. DOI: https://doi.org/10.1002/sce.10106 (eng).
Malimon, L. K., & Pylypchuk, S. M. (2025). Perevahy diialnisnoho pidkhodu dlia formuvannia kliuchovykh kompetentsii zdobuvachiv osvity XXI stolittia [Advantages of the activity-based approach for developing key competencies of 21st-century learners]. Naukovi zapysky Natsionalnoho universytetu «Ostrozka akademiia»: seriia «Filolohiia». Ostroh: Vyd-vo NaUOA. Vyp. 26(94), 80–84 (ukr).
Nazarenko, L. A. (2023). Proiektuvannia yak zasib navchannia literatury z vykorystanniam informatsiino-komunikatsiinykh tekhnolohii (starsha shkola) [Project-based learning as a method of teaching literature using information and communication technologies (senior school)]. Veresen: MOIPPO, 1 (96), 128–137. DOI: https://doi.org/10.54662/veresen.1.2023.10 (ukr).
Nevedomska, E. O. (2008). Orhanizatsiia navchalnoho eksperymentu v pryrodnychii osviti [Organization of educational experiments in science education]. Biolohiia i khimiia v shkoli, 5–6, 10–12 (ukr).
Nussbaum, E. M. (2021). Scientific reasoning and inquiry in education. International Journal of Science Education, 43(5), 711–734. DOI: https://doi.org/10.1080/09500693.2021.1873031 (eng).
Shamrai, S. M., & Zadorozhnyi, K. M. (2003). Biolohichni eksperymenty v shkoli [Biological experiments at school]. Kharkiv: «Osnova» (ukr).
Tykhonenko, L. V., & Sydorenko, N. Yu. (2008). Formuvannia v uchniv pozytyvnoi motyvatsii do navchalnoi ta poshukovo-doslidnytskoi diialnosti z pryrodoznavstva ta biolohii. Doslidnytska robota shkoliariv z biolohii [Developing students’ positive motivation for learning and research activities in natural science and biology]. Sumy: VTD «Universytetska knyha» (ukr).
Puddu, S., & Lembens, A. (2013). Einführung von inquiry based learning in einer Klasse mit hoher Diversität. In S. Bernholt (Ed.), Inquiry based Learning – Forschendes Lernen: Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Hannover 2012 (pp. 386–388). Kiel, Germany: IPN – Leibniz Institute für die Pädagogik der Naturwissenschaften und Mathematik (germ).
