Can Blogging build excitement for Middle School Science?

Does blogging chip away at the excitement  of an inquiry based learning class?  I argue that it could, if left to a singular kind of response ( comment) because the repetition would make that a chore, and that yes, then it would  negatively impact  what students feel about the science they are learning. 

But it could be a very different story if the instruction is a little more diverse, not different than  teaching response writing in a traditional class format. The variety of  strategies in  that assist them in making cognitive connections are the same that can be used towards more   effective ( responsible, purposeful) blogging. Short answers, 3-2-1, KWL,  a link that supports their view, a concept sketch using a tech tool, etc. would all help establish how students can access and respond to the material, without taking away from its inherent appeal. Science talk, like math talk, is about students actively voicing their understanding by stating what they know, how they feel about the topic, why they see this as important of not important to their lives, and what they are curious about finding out next- all great cues for a science teacher who wants to preserve  excitement  and do much more towards creating a more dynamic relationship between the science and the student. Blogging complements science learning by creating a parallel space that bridges content- instruction- student.