This work is grounded in a constructivistic conception of the learning of science, more particularly on the model known as teaching-learning as oriented research. In accordance with this theoretical basis we have developed an empirical research project to investigate the teaching of electrostatics in high schools. The designs developed have enabled us to assess the learning achieved by the students from conceptual, procedural, and attitudinal stances. According to our findings we can say that the materials developed and the way we have worked with them have contributed to more significant learning and favored a more positive attitude toward the subject. (Contains 1 figure and 4 tables.)