In a German study, students' descriptions of the processes in an electric circuit were related to the energy view as it is used in physics. (The representation of students' concepts describing the electric circuit is of importance because structured concepts may influence the perception and description of processes, the handling of electrical devices, and the assimilation of physical concepts.) It was shown that students generally do not distinguish between the circulating current and the unidirectional energy flow. Usually, students related current, bulb, and battery in a way that forms the students' so-called energy view. Several simple tasks were applied to isolate the correct information from information that is compatible with the student's energy view. The concept mapping of results showed a dominant students' energy view before and after instruction. Better results were obtained when the different views were explicitly taught. These recommendations for teachers were made: to present information on single concepts as well as on integrating views, to isolate situations that run counter to the student's representation and to produce a conflict between it and prospective learning materials, and to develop the different aspects of a voltage concept. (YLB)