Abstract
The idea for this article evolved out of the discourse in the mass media between neurosciences and the education science. Since the publication of the second PISA study in 2004, there has been an extra flurry triggered by leading brain researchers in the national debate about educational policy. The “activity-oriented teaching” as a modern concept, which has obtained the status of an “official guiding principle” for (commercial) vocational schools, will be evaluated in this article in regard to the findings of brain research. If the “activity-oriented teaching” turns out to be compatible with the neuroscientific findings, this may be an argument for an “external” validation of this promising teaching concept.
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