Abstract
A didactic model for formation of students’ graphic literacy in secondary school Physics education is presented. It includes a target part, a content part, a procedural part and a control part. The content of each of the specified parts has been examined. The content part includes the components of graphic literacy: cognitive (graphic knowledge) and operative (graphic skills). The procedural part presents didactic principles, methods, techniques and didactic tools for formation and development of students’ graphic literacy. The control part provides diagnostics of the level of formation of students’ graphic knowledge and skills. In this regard, preliminary, ongoing and concluding control can be carried out. This model is a very good basis for developing teaching methodology in Physics education with the aim of forming students’ graphic literacy.
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