The main actors in the Educational Process are the students and teachers, each of them has a role and a responsibility to fulfil. the implementation of several basic knowledge acquires a new dimension due to the need of transpose them into learning environments. The didactic transposition characterizes the gap between the reference knowledge (scholarly and cultural knowledge of society), the knowledge to be taught and then the knowledge taught. The analysis of the transition from knowledge to be taught to knowledge taught must cover both curricula, commentaries, textbooks, course. The concepts of electrolysis and cell galvanic are axial in the curricula of physical sciences in secondary schools in the Moroccan educational system. In this context, the aim of this paper is to study some misconceptions of Moroccan students about the process of electrolysis and galvanic cells. The findings, of this research has put the emphasis on some Moroccan student misconceptions to detect the main difficulties that prevent the evolution of students’ acquisition.