Electricity is regarded as one of the most challenging topics for students of all ages. Several researchers have suggested that naive misconceptions about electricity stem from a deep incommensurability (Slotta and Chi 2006; Chi 2005) or incompatibility (Chi et al. 1994) between naive and expert knowledge structures. In this paper we argue that adopting an emergent levels-based perspective as proposed by Wilensky and Resnick (1999), allows us to reconceive commonly noted misconceptions in electricity as behavioral evidences of "slippage between levels," i.e., these misconceptions appear when otherwise productive knowledge elements are sometimes activated inappropriately due to certain macro-level phenomenological cues only. We then introduce NIELS (NetLogo Investigations In Electromagnetism), a curriculum of emergent multi-agent-based computational models. NIELS models represent phenomena such as electric current and resistance as "emergent" from simple, body-syntonic interactions between electrons and other charges in a circuit. We discuss results from a pilot implementation of NIELS in an undergraduate physics course, that highlight the ability of an emergent levels-based approach to provide students with a deep, expert-like understanding of the relevant phenomena by "bootstrapping," rather than "discarding" their existing repertoire of intuitive knowledge.