In this study, a Scientific Communication Curriculum (SCC) was designed for middle school students and teachers to equip them with scientific communication (SC) skills, and the skills included in the SCC were integrated into the middle school lessons. Within the framework of the Curriculum Design Research (CDR), designing the Scientific Communication Curriculum (SCC) and integrating into the lessons were conducted by two cycles and each cycle consisted of four stages; analysis, design, implementation, and evaluation. In the first cycle, SCC was developed and implemented for the evaluating the effectiveness of the SCC in terms of teaching scientific communication skills to the students with the help of Information Technology (IT) course teacher. In the second cycle, the scientific communication skills were integrated into the lessons in collaboration with the teachers and the School Librarian (SL). As a part of the design process, the Teacher Training Program (TTP) was organized to equip all middle school teachers with scientific communication skills and to help them how to teach and how to integrate the SC skills. Furthermore the TTP served as a professional development component of the CDR framework. Based on the quasi-experimental study results and also opinions of the students and the IT teacher towards the first implementation stage, it was concluded that the SCC was effective in equipping students with scientific communication skills. Regarding the findings from the second cycle, the integration process was satisfying for the teachers and the SL. Teachers found the TTP helpful for their professional development. According to views of the teachers and the SL on the integration process was a positive and useful step for them. The results of this study were addressed and discussed under the headings of design principles, curriculum components, and professional development that are components of the CDR model.

中文翻译：

---

将科学传播融入中学课程：课程设计研究

在这项研究中，为中学生和教师设计了科学传播课程（SCC），以使他们具备科学传播（SC）技能，并且SCC中包含的技能被整合到中学课程中。在课程设计研究（CDR）的框架内，设计科学传播课程（SCC）并将其整合到课程中的过程分为两个周期，每个周期包括四个阶段；分析，设计，实施和评估。在第一个周期中，开发并实施了SCC，以在信息技术（IT）课程老师的帮助下评估SCC在向学生讲授科学交流技能方面的有效性。在第二个周期 与老师和学校图书管理员（SL）合作，将科学的沟通技巧整合到课程中。作为设计过程的一部分，组织了教师培训计划（TTP），以为所有中学教师配备科学的沟通技巧，并帮助他们如何教授和整合SC技巧。此外，TTP是CDR框架的专业开发组件。根据准实验研究结果以及学生和IT老师对第一个实施阶段的意见，得出的结论是，SCC在培养学生科学沟通技能方面是有效的。关于第二个周期的发现，整合过程令教师和SL感到满意。教师发现TTP有助于他们的专业发展。根据教师和SL的观点，融合过程对他们而言是积极而有益的一步。本研究的结果已在CDR模型的设计原则，课程组成和专业发展的标题下进行了讨论。