At the theoretical level, the contribution summs up the most important principles of problem-centered education carried out by means of problem-solving tasks. The crux of the research in this area is represented by problem- solving tasks in biology for elementary school pupils and secondary/high school students, the solution of which is worked out as a model in the problem programme expressed by a development diagram. This diagram serving the teacher is a proposal of „microregulation“, expressing the expected structure of the pupil‘s thinking process and the teacher‘s activity in seeking the solution of the given problematic task. In implementing the programme in education, more room is created