Every couple of years, new suggestions for the best teaching method to promote the students learning outcomes are proposed. For this reason, the aim of this thesis is to compare two teaching methods, namely experiments and teacher-centered teaching, to each other. The thesis examines the research question “Do students who conducted experiments perform better at a cognitive performance evaluation than students who received teacher-centered teaching?”. To answer this question, a study with eight classes was conducted. Four classes performed experiments, while the other four classes received teacher-centered teaching. The addressed topic was identical in both lesson types. Two weeks after the lessons, performance evaluations on the three levels of difficulty, called reproduction, transfer and problem-solving, were made and subsequently analyzed. These analyses of the performance evaluations revealed that in reproduction and transfer tasks, teacher-centered teaching was more suitable than experiments. Especially female participants benefited from this teaching method. However, in problem-solving tasks, both sexes gained a considerably higher score through experiments than through teacher-centered teaching.