Describes the development of a revised Scientific Attitude Inventory (SAI II). Reports on a field test of the revised instrument. Concludes that the revised instrument is a significant improvement over the original. Appendix includes position statements and corresponding attitude statements. Contains 21 references. (Author/JRH)

Reports on an ethnographic study of a molecular biology research laboratory called Sally's Lab. Portrays the social and cultural construction of a scientific community by studying the daily practices of the lab members and interpreting these observations. Concludes that there is not one set of experiences that pertain to all members within a given…

Synthesizes literature on apprenticeship learning, the sociology of science, and K-12 science education to develop a set of characteristics for designing/evaluating participatory science learning experiences. Clarifies and illuminates the value of these characteristics for science educators by using them as evaluative criteria for characterizing…

Uses narrative methodology in a qualitative study to understand what becoming a scientist or engineer entails for women stereotyped as model minorities. Narratives revealed that Confucian cultural scripts shaped gender expectations even in families several generations in America. (Author/MM)

Argues that declarative writing about science that presents historical or biographical information incorrectly is not acceptable. (WRM)

Uses historical and contemporary examples to prove that many feminist analyses fit together into a compelling perspective on the ideology of science. Addresses how this ideology affects those who pursue careers in science. Contains 31 references. (DDR)

Answers a critique of the historical accuracy of the author's previous work. Argues that all science stories provide a source of material for analysis and synthesis of the nature of the scientific enterprise. (WRM)

During a symposium in 1997, speakers raised three issues about gender equity and research: (1) distinguishing between the meanings of the terms gender and sex, (2) assuring that science methods classes are gender inclusive, and (3) determining the reasons for changing practice. (DDR)