Findings of neuroscience and their impact on economic education?Students are not foolish, teachers are not lazy and our schools are not broken-down.? But there is something wrong?. With these words Manfred SPITZER, aneuroscientist, characterizes the current situation in our educational system. Thissituation and the poor results at the PISA-study will not be the case, if neuroscientificfindings are used for and integrated in didactics and teaching methodology.`Neurodidaktik, an emerging scientific discipline, strives towards an interdisciplinarydialogue in order to confirm, support and if necessary to modify and improveeducational practice by the means of human brain research. In this context the aim ofthis master thesis is to show, if and to what extent action-oriented teaching(`handlungsorientierter Unterricht), an important element of economic education inAustrian Secondary Schools and Colleges for Business Administration, is compatiblewith brain research?s findings. After short insights into the discipline of the`Neurodidaktik and its state of the art are given in the second chapter, the thirdchapter is about learning and mind processes from neurosciences? point of view. Inthe fourth chapter brain research?s results are translated into teaching in general andinto action-oriented teaching especially. Their consequences are discussed too. Inthis chapter the main focus is put on the determination of typical characteristics ofaction-oriented teaching and their evaluation from neurosciences? perspective. It willbe clarified, if and to what extend action-oriented teaching can be seen as a `brainbased teaching concept. The final chapter deals with limitations and chances of theNeurodidaktik for economic education. Its contribution is questioned critically.