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Summary. The present study analyzes the new biology curriculum for primary schools in the Republic of Serbia in comparison with the previously used biology curriculum. The aim of this research was to determine the similarities and differences between them. The research was realized by the method of theoretical analysis of both curricula. These two curricula differ: in concept, content layout and content in individual classes. There are some similarities between them. Both curricula contain large amounts of content that students at this age have difficulties understanding and adopting. In addition, the contents of both curricula are inappropriate for the cognitive abilities of students at their age. This especially refers to the new biology curriculum, in which the teaching topic inheritance and evolution has been included in all grades, which is very difficult for elementary school students. This indicates that in the new biology curriculum, the request for its relief has not been realized. The previously valid biology curriculum, although extensive, was more appropriate to the cognitive abilities of students in certain grades than the new biology curriculum. Whether implementation of the new biology curriculum for primary schools in the Republic of Serbia will eliminate the shortcomings of the previous biology curriculum remains to be seen, following implementation over a longer period of time and appropriate research on the effectiveness of its implementation.

Summary. Computer-assisted interactive teaching is one of the more innovative models suitable for application in the natural science teaching process. Previous research showed that computer-assisted interactive methods improve teaching quality and efficiency, contribute to the individualization of teaching, enhance cooperation in teaching and enable use of various knowledge sources. This paper presents the results of a questionnaire on the application of computer-assisted interactive teaching in grammar school for realization of curriculum objectives within the subject, ‘Basics of Molecular Biology’. The questionnaire was aimed at analysing student attitudes and opinions about the applied teaching model. The questionnaire was administered to a sample of 72 students/respondents. On the basis of these results, the opinions of the students were as follows: the classes were dynamic (M = 3.95), this model of learning is good and useful (M = 3.93), this approach to biology teaching enabled them to learn more in a shorter period (M = 3.77) and the application of computer-assisted interactive teaching in biology provided easier learning of biology content and better understanding (M = 3.69). The obtained results recommend increased incorporation of computer-assisted interactive biology teaching in grammar school.