Didactic strategy with Proteus in the teaching of basic electronics, third year of technical high school

Abstract

The Proteus simulator is presented as a didactic alternative for achieving practical learning in basic electronics, allowing the creation, simulation, and verification of circuits without the need for physical components. The general objective of this research is to implement a didactic strategy using the Proteus simulator to improve academic performance and develop practical skills in the teaching of basic electronics to third-year students of the technical industrial baccalaureate at the Sucre Educational Unit. The research was conducted using a mixed-methods, applied approach with a quasi-experimental, cross-sectional design. Theoretical methods were applied to support the conceptual analysis and the design of the strategy, along with empirical methods such as student surveys and teacher interviews, and statistical analyses including Cronbach's alpha, R-squared, Wilcoxon signed-rank test, and Spearman's rank correlation coefficient. The didactic strategy was implemented and designed using Proteus, yielding significant results in student perceptions before and after the intervention, both in transversal skills such as logical thinking, problem-solving, and autonomy, as well as in skills associated with practical abilities, performance, and meaningful learning. The average perception scores increased from 2.11 to 4.17, and variable 7, practical learning, had the most solid and consistent results in the entire study, showing very strong correlations with all procedural variables.