Educational reflections on the teaching and learning process of electricity in the presence of disruptive technologies

Abstract

The complexities of the teaching and learning process in electricity stem from linking the demands of the productive sector, professional skills, and the use of disruptive technologies in these processes. That is why the objective of this study was to reflect on the teaching methods used by teachers in the teaching and learning of electricity in technical secondary schools in Cali, Colombia, and thus highlight the need for new contributions to the teaching concepts of this process. A mixed methodology was applied, combining questionnaires, interviews, and surveys, and finally theoretical methods, highlighting the logical history in two stages, which are based on the research methodology appropriate to education. The results show didactic reflections that broaden the theoretical field of the teaching and learning process of electricity and guide the ways to consider specific and combined strategic actions for this process. Finally, it is confirmed that the teaching and learning process of electricity in technical secondary schools in Cali, Colombia, requires concepts that are in line with the complexities of the context and the demands and needs of students, teachers, and the productive sector that assimilates graduates of the electricity specialty.