Visual-graphic activities as the means to develop physics metasubject skills at school

This article is an attempt to solve the problem of developing metasubject skills using visual-graphic activities. We defined the concept of visual-graphic activity, described the types of visual-graphic activity depending on the specific interaction with graphical objects. The results show that learning physics will be more effective if the school curriculum has visual-graphic materials. The subject of the article is visual and graphical activity of students at physics lessons aimed to develop meta-subject skills. The purpose of the article is to work out the methodology for the formation of visual and graphic skills of students in the process of teaching physics. The scientific novelty of the article is that the types of visual-graphic activities were distinguished and their didactic functions were described. Visual-graphic skills developed while working with visual-graphic materials were determined. The results can be used to improve the teaching process for primary school students.