Currently, biological education in schools makes biology a collection of facts and answering a question is usually limited to finding the right page in a textbook or choosing A, B, C or D in MCQ. The goal in the Bioscience Olympiad was to develop bioscience-oriented “academic thinking” and a creative approach to problem-solving in school children. I aimed to make the competition, not a contest of factual knowledge (with questions such as how many vertebras does a frog have or what is the name of an enzyme which cuts proteins) but one of intuitive and creative thinking. Answering the questions requires some basic biology textbook knowledge, but participants were invited to suggest as many “hypotheses” or “explanations” as they can, invent experiments to test their hypotheses or create new classifications of biological objects/processes