As a result of the international large-scale assessments TIMSS and PISA, the discussion about the quality of education, especially in science education, is pushed into the centre of attention. Many different characteristics influencing the learning process of individuals have been identified during the education research of quality so far, but most characteristics of quality in education are not for a specific subject. The aim of the study is to identify those chemistry-specific characteristics which enhance interest and have a positive effect on achievement in chemistry education. This will be achieved by observational research (video-analysis) with a system of categories. The importance of the identified characteristics will be verified by an intervention. Results of this study may offer practical instructions for phases of experiments in chemistry education to improve the learning process of the students.