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This study compares 'workshop teaching' and 'genetic-Socratic-exemplary' teaching in relation to the performance of scientific experiments. The central field of investigation is the understanding of chemical processes and the corresponding increase in knowledge. As part of this empirical study, a series of scientific experiments were designed and carried out in two Year 5 classes using different teaching methods. Independent and critical questioning and examination of the lesson topics are central to both teaching methods. The aim of this study is to determine how motivation and ambition can be activated and subject knowledge established.