摘要：In order to test the performance of the seventh grade elementary school biology students, a study was conducted in 2007 and 2008, using active learning methods in block scheduled and single lesson (two hours per week) biology classes. The study included 108 students and consisted of classes on selected topics, with a matching preparation. The topics were “Protozoa”, “Algae” and “Fungi”. Before the class, students were subjected to initial testing and after the class to the final written closed- type questions test. All the questions in the test analysed two cognitive levels: reproductive knowledge as the lowest level and conceptual understanding and application of knowledge as a higher level of knowledge. On average, students who had active block scheduled lessons performed better in both initial and final testing than those from single scheduled lessons. They performed better on both cognitive levels in both tests than students from active single lessons. Both groups of students achieved better results in the final testing on the first cognitive level than on the second.
关键词：block scheduled classes; single scheduled classes; active work strategies; cognitive levels
