The article examines the methods applied for the operationalization of terminology in school Sciences and Biology textbooks. We list the strategies used to approach terminology in both scientific/didactic well-illustrated portions of the text and the adjacent methodologic apparatus (questions, tasks, lab work, projects etc.) and then correlate such strategies with the cognitive processes they imply. We examine the variety of terminologyapproaching methods, which are always presented through verbal code in any curricular area and any textbook, and correlate them with the relevant learning opportunities and learning outcomes, which are frequently translated into iconic or practical code.