A wide literature considers the problem of learning relative to the electrical circuits starting from different perspectives. A lot of work has be done as concern learning difficulties on developing systemic reasoning on functioning of electric circuits, on different aspects: 1) the conceptual differentiations of charge, current, voltage, energy, 2) establishing phenomenological relations between electrostatics and electrodynamics, 3) linking macro and micro level of description of processes. Different strategies are implemented in teaching/learning proposal on this last point and to produce a systemic vision and functional reasoning. Simulations are developed to provide micro level representation both of simple circuit functioning and of electrical transport phenomena in solids, but an exploration is lacking on spontaneous pupils’ ideas about microscopic models of electrical conduction. Critical details and the spontaneous angles of attach to the topic are relevant in activating learning, therefore in simple situations with electric circuits, individual interviews are submitted according to a semi-structured protocol to 10 (N=11) and 13 (N=35) year old pupils of 3 different schools in the context of an hands-on exhibit, to gain competences in the representation perspective of pupils in their first approach to the models of electrical conduction in metals.
