Extensive empirical studies have been carried out on the Bremen concept, most notably the doctoral theses of Petri (1996) and Deylitz (1999).
Petri’s work essentially examines how the conceptions of a single student change.
The systematic evaluation of the Bremen teaching concept is the subject of Deylitz’s thesis (1999).
In his evaluation study, Deylitz examined 26 students in three advanced courses at upper secondary schools in Bremen, as well as 40 students in introductory courses at a university in Perth (Australia).
The classroom discussions in the courses were audio-recorded. At various points during the course, written tests (exams, homework) were administered and interviews were conducted. The teaching in the classes studied lasted about 75 lessons.
To categorize the results, Deylitz divided the subject matter into several content areas: atomic model, 
function, concept of state, Schrödinger equation, relation between measured quantity and theory, many-electron atoms.
He defines different levels of attainment to classify the students’ statements on these content areas. The levels range from level 3 (“correctly reproduces the essential aspects of the lessons”) to level 0 (“does not express themselves in the sense of the teaching approach”). The levels determined in this way serve as a measure of teaching success.
As a result of his study, Deylitz finds that in the (rather qualitative) content areas atomic model, function and concept of state, about 60–70 % of the students reach the intended levels 2 and 3. In contrast, teaching success in the content areas Schrödinger equation, relation between measured quantity and theory and many-electron atoms is rather unsatisfactory: only about 30–50 % of the students reached level 2 or 3.