What microscopic explanations can give students about electricity?

In this paper are presented the perceptions of the Elementary Education Department in Alexandroupolis regarding electricity at the microscopic level as derived through their written responses to an extensive questionnaire that included mainly open-ended questions. The objective was to investigate students' understanding of microscopic electrical phenomena compared to scientific models. The methodology followed involved quantitative analysis subsequent to a more restricted qualitative research approach. Results indicated that a vast majority of students were unable to provide explanations for tiny electrical phenomena consistent with scientific models. The study highlights a gap in understanding observed in prior research, which largely focused on macro-level concepts of electricity. Specifically, the findings suggest that, despite previous inquiries into alternative conceptions in electricity education, students demonstrated significant misunderstandings at the microscopic level. Furthermore, references to related studies on conceptual teaching methods reveal challenges and suggest potential for improvement through targeted educational interventions focused on deepening conceptual understanding of microscopic electricity. This research contributes to ongoing discussions about effective teaching strategies in physics education.