In this chapter we will address students' conceptual difficulties in the particular case of learning electricity, through the study of multimodal and multimedial reformulation as a tool to co-construct discourse, thus taking into account all the semiotic resources that co-participants do when they work in a group to solve physics problems. In what follows, we first present our theoretical framework and our methodology through a discussion of five specific methodological dimensions, then, our results and finally, our conclusions.