Abstract electronics concepts are difficult to develop because the phenomena of interest cannot be readily observed. Visualisation skills support learning about electronics and can be applied at different levels of representation and understanding (observable, symbolic and abstract). Providing learners with opportunities to make transitions between these representations and levels can enhance learning. This case study research explores the use of multiple representations in the development of electronics concepts. It focuses on the close observation of learning in context and draws on the findings from semi-structured interviews. The findings show that applying appropriate modelling and simulating strategies enhance the procedures of learning through the learner's active agency. Four emergent cognitive profiles, which were shown to characterise learning, describe the different ways participants understood electronics concepts.