The aim of this study is to compare the effectiveness of models of programmed instruction and conventional (informative-illustrative) expository teaching in terms of fulfilling the aims of the course "Human anatomy and physiology" which is included in the physiology programme and designed for undergraduate students majoring in biology education at the Faculty of Biology, University of Belgrade. For this purpose, a model of a pedagogical experiment with parallel groups of students was applied. One group was presented the course content through programmed instruction, with the help of computers and programmed materials, which included the elaboration of concept maps. The second group was presented the same content through expository (informative-illustrative) instruction, the traditional lecturing model. In terms of quantity and quality of knowledge acquired by students in the tested teaching field, the experimental model of programmed instruction was more effective. (Contains 2 tables and 5 figures.)