Michael Weyland explores the use of economic experiments as an action-oriented teaching method. Through his systematically designed investigation, he empirically demonstrates the effectiveness and efficiency of experimental learning within school learning processes for the first time. Utilizing methodologically sophisticated field intervention studies, he also subjects curricula and teaching materials for the content area "Economic Order" to a redesign. With his approach to economic educational development research, the author presents a theory-based and empirically supported concept that contributes to the advancement of teaching practice through scientific knowledge acquisition, thereby helping to overcome the theory-practice problem in scientific subject didactics.