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The student's attentional engagement during learning seems to be the main goal to be achieved when developing instructional material. The concept mapping technique has been widely diffused for the acquisition and expression of ideas, proving to be a frequent pedagogical alternative in school routine. The aim of this research was to seek theoretical subsidies in the fields of cognitive neuroscience, cognitive psychology and education to justify, based on the cognitive functioning of attention, pedagogical strategies that make use of concept maps. A frame of reference was produced with indications of potential conceptual maps that take into account the factor "attention" in the learning process, such as map with error, with gap, with figure and with color. Based on the notions of attention mechanisms and information processing of the Cognitive Load Theory, a proposal for the construction of conceptual maps was presented to exemplify the application of the literature discussed. |
