Specific parts of the field of electricity theory often cause problems among a lot of students throughout their whole school career. When the class is accompanied by a textbook, its content and structure plays an important role in the development of scientifically appropriate concepts. In this thesis, parts of the electricity chapter of four 7th grade Austrian textbooks are analyzed comparatively.This thesis aims to determine to what extent the textbooks contents are logically interconnected. For this purpose, the books contents are displayed graphically in logical flow diagrams. Furthermore, with regard to physics education research, the definition of central terms (electrical current, amperage, voltage and electrical resistance) as well as the use of models and analogies is analyzed. The analysis of the definitions, in terms of their scientific correctness, is based on three common physics reference books. Moreover, past literature on student ideas in the subject of electricity and the use of models and analogies in the classroom is summarized and used as a basis for this analysis. The results indicate that there are notable differences between the textbooks in terms of their logical connectedness. The analysis revealed that all of the investigated books contain inaccuracies in regard to their definitions. Findings from didactic research on the use of models and analogies in the classroom, as well as learners' ideas in the field of electricity, are only partially taken into account in the preparation of the textbooks.