This article provides a didactic intervention proposal, using Robert Gagné and Lev Vygotsky as theoretical references, involving experimental simulators as a didactic resource. Such references are harmonized with each other, and, as a result of this merge, important elements for to the teaching and learning process in Physics emerge. The use of simulators considers the increasing usage of Digital Information and Communication Technologies by students immersed in a digital culture and their relevance for the development of social-interactionist skills, which form the basis of Vygotsky’s perspective. The suggested didactic intervention deals with the theme of electricity and the construction of electrical circuits as a practical example of the application of simulators in the pedagogical process. In addition, aligned with this theoretical framework, the concept of Zone of Proximal Development’s used to assess both students and the teacher’s didactics.