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Analyzes how two electromagnetism textbooks approach the concept of electric field. Uses historical evolution of the field representation. Indicates that one textbook mixes up the historical and pedagogical reasons for the introduction of the concept of field while the other one presents a sketch that might lead students to understand the field and the action-at-a-distance views as supplementing each other. (KHR)

Analyzes how electric and magnetic lines of force were conceived by Faraday and how they are understood by a group of Argentine university students after receiving instruction. Results show that many students possess ideas similar to those of Faraday in that lines of force are conceived as real physical entities responsible for the transmission of the electric action. (Author/MM)