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This research aims to encourage teachers to implement neurodidactic strategies that strengthen attention in the classroom, promoting a more meaningful teaching-learning process. The study employed a combination of documentary and field research, utilizing both qualitative and quantitative approaches. Previous studies on standardized attention tests such as the Child Attention Test (TAI), CARAS-R, WISC-IV/V, and D2 were reviewed and complemented with a survey administered to 18 teachers from Fausto Misael Olalla Gaybor School. The results revealed that teachers use neurodidactic strategies only occasionally and do not apply formal instruments to assess attention, indicating a gap between theory and classroom practice. In contrast, the reviewed studies showed that the use of playful activities, visuo-spatial exercises, and active learning methods improves children’s motivation, working memory, and sustained and selective attention. It is concluded that neurodidactics is an essential tool in basic education, as it optimizes attentional and cognitive processes, promotes meaningful learning, and supports students’ integral development. It is recommended to strengthen teacher training in neuroeducation, incorporate multisensory strategies in classroom planning, and conduct future research that broadens the sample and includes the analysis of physical learning environments and attention in students with special educational needs.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
