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The main purpose of the research presented in this book was to promote the argumentative processes based on the explanatory models that exist on the concept of electric circuits and to identify the relationships that can be established between the argumentative processes, understood from the levels of argumentation and the explanatory models of this concept in 11th grade students. The research is descriptive-comprehensive, carried out in three moments: in moment 1, of location or diagnosis, the initial explanatory models of the students who were part of this study were identified and their level of argumentation was determined; in moment 2, dislocation or intervention, a didactic unit designed to intervene the argumentative levels and the explanatory models of the concept of electric circuits of the students was applied, and in the third moment of refocusing or closure, the analysis of the changes in the explanatory models and the argumentative levels used to explain the concept of electric circuits after the application of the didactic unit.