Abstract:
The article debates the issue of terminological literacy in gymnasium-level students vs the curricular demands of various school subjects. We examine the student’s learning itinerary when studying a school subject, from unconscious incompetence to unconscious competence. These milestones are reflected in the perspective of terminological illiteracy, terminological literacy, terminological competence and the culture of communication in a scientific-didactic language. Based on the Bloom-Anderson taxonomy, an ample list of activities and opportunities to learn terminological vocabulary is offered, divided by area: knowledge, understanding, application, analysis, and synthesis. This theoretical approach is confirmed by an example from a Physics textbook.
