차근차근 과학 용어
학년(등급)별 과학 용어 목록
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9788925417233
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| Publication Date | 2022/10/20 |
| Pages/Weight/Size | 153*224*20mm |
| ISBN | 9788925417233 |
| Categories | 자연과학 |
Description
과학 교과서를 읽고 또 읽어도 대체 무슨 말인지 이해가 되지 않는 학생들. 과학 기사를 끝까지 읽어 내려가는 것이 만만치 않은 어른들. 이들에게 필요한 것은 쉬운 것부터 차근차근 과학 용어를 익히는 것이다. 내가 사용한 문장을 통해 학생들이 과학 개념을 잘 이해하기를 기대하는 과학 교육자들. 내가 쓴 과학 텍스트를 독자들이 술술 재미있게 읽어 내려가기를 원하는 저자들. 이들에게 필요한 것은 독자들의 수준에 맞는 과학 용어를 선택하는 것이다. 지금 내 수준에서 꼭 알아야 하는 과학 용어들을 확인하고 싶을 때, 내 글을 읽을 독자들이 어떤 용어를 알고 모르는지 확인하고 싶을 때, 등급별 과학 용어 목록이 해결책을 제시한다.
Contents
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
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