차근차근 과학 용어

머리말 ····································································3

1. 과학 텍스트 읽기 ····················································11
과학 읽기 ·······························································14
과학 읽기가 어려운 이유 ···············································17
과학 읽기에 대한 어려움은 어떻게 개선할 수 있을까 ················25
과학 읽기 능력을 높이기 위해 무엇이 필요한가 ······················27

2. 과학 텍스트를 어렵게 만드는 요인들 ·························33
일상적 텍스트의 난이도 ···············································33
일반적인 이독성 모델이 과학 텍스트에 잘 적용되지 않는 이유 ·····36

3. 지식 분해능 ··························································45
지식 분해능이란 ························································45
지식 분해능의 분야 의존성 ············································51
지식 분해능의 수준 의존성 ············································54
지식 분해능과 과학 용어의 수준 구분 ·································59

4. 과학 용어의 등급화 방법 및 과정 ·····························63
과학 용어의 등급화를 위한 이론적 배경 ······························63
새로운 과학 용어 목록의 필요성 및 구축 방안 ························74
과학 용어의 등급화 방법 및 절차 ······································92

5. 등급별 교육용 과학 용어 목록 ································115

6. 등급별 교육용 과학 용어 목록의 활용 ······················259

7. 교육용 과학 용어의 등급과 관련된 몇 가지 이슈들 ·····263

참고문헌 ·······························································272
찾아보기 ·······························································279