The interaction between scientific knowledge and the repertoire of university teachers on laboratory didactic is essential for the learnings process of engineering students. Better teaching and learning methods, and resources that motivate and produce active processes of learning at the students and, at the same time, develop competencies and skills are the key components. The work at the School of Electrical Engineering of Universidad de Talca has tried to take these precepts and is specifically aimed to strengthen the work in laboratories in the area electrical energy conversion such as renewable energy integration and machine drives. The general goal of this paper is to present a proposal on laboratory didactic at an electrical engineering program at Universidad de Talca. The design of a teaching-learning strategy for laboratory activities in the area of electrical energy conversion will be discussed. Specifically, the authors of this paper will describe: (1) the scientific arguments that support the decision for designing laboratory activities based on the precepts and characteristics of the modern laboratory didactics, (2) present and describe the design of a teaching-learning strategy for laboratory activities of courses in the area of electrical energy conversion, and (3) a description of laboratory resources with expected results of the teaching-learning strategy.