Didactic strategy using Tinkercad for the development of skills in the Electronics specialty in technical high school

Abstract

Introduction: Teaching electronics in technical high school requires didactic strategies that integrate theory, practice, and the pedagogical use of digital technologies, especially given the difficulties students face in understanding abstract concepts, interpreting circuits, and solving technical problems. The objective of this research was to develop a didactic strategy using Tinkercad to contribute to the development of competencies in the electronics specialization at the technical high school level. Materials and methods: The study was conducted using a mixed-methods approach, with a descriptive scope and sequential design, organized into three phases: situational diagnosis, strategy design, and validation by specialists. The population consisted of 56 students from the Electronics Technical High School at the Luis Felipe Borja del Alcázar Educational Unit. Five classes were observed, and pedagogical and technological conditions for using Tinkercad were assessed. Observation guides, questionnaires, classroom observation forms, a verification form, and expert judgment were employed. Results: The results showed a predominance of ratings at inadequate and poor levels in the development of competencies, the articulation between theory and practice, student motivation, and the conditions for integrating digital resources. The categorical medians were mainly at the poor level, which allowed for the identification of significant shortcomings in the analyzed training process. Discussion: Based on these findings, a didactic strategy was designed, structured in five phases focused on simulation, experimentation, problem-solving, and formative feedback using Tinkercad. Validation by eight specialists showed a favorable assessment, with a predominance of criteria at adequate and very adequate in terms of relevance, coherence, methodological clarity, feasibility, and training potential. Conclusions: It is concluded that the proposed strategy constitutes a relevant and viable pedagogical alternative for strengthening the development of technical competencies in Electronics, although future research should empirically verify its effects after implementation.