Effect of web-based science journal writing on the science-related affective domain of sixth grade students in Korea

The purpose of this study is to investigate the effect of web-based science journal writing on science-related affective domain of sixth grade students in Korea. Thirty-three Korean students attending a science journal writing program wrote journals for five months in their science classroom. The methods used in this study is a mixed method, were the data sources include sixth grade students' journals, questionnaire and interviews. The results indicate that science journal writing has influenced on the affective domain especially on the students' metacognition, on their interests in science and on their scientific attitudes. Therefore, this paper represents a creative research of framing scientific literacy with a 'science for all' goal, based on web-based science journal writing on science-related affective domain.