The proliferation of generative artificial intelligence (GenAI) means we are witnessing transformative change in education. While GenAI offers exciting possibilities for personalised learning and innovative teaching methodologies, its potential for reinforcing biases and perpetuating stereotypes poses ethical and pedagogical concerns. This article aims to critically examine the images produced by the integration of DALL-E 3 and ChatGPT, focusing on representations of science classrooms and educators. Applying a capital lens, we analyse how these images portray forms of culture (embodied, objectified and institutionalised) and explore if these depictions align with, or contest, stereotypical representations of science education. The science classroom imagery showcased a variety of settings, from what the GenAI described as vintage to contemporary. Our findings reveal the presence of stereotypical elements associated with science educators, including white-lab coats, goggles and beakers. While the images often align with stereotypical views, they also introduce elements of diversity. This article highlights the importance for ongoing vigilance about issues of equity, representation, bias and transparency in GenAI artefacts. This study contributes to broader discourses about the impact of GenAI in reinforcing or dismantling stereotypes associated with science education.

生成人工智能（GenAI）的激增意味着我们正在见证教育领域的变革。虽然 GenAI 为个性化学习和创新教学方法提供了令人兴奋的可能性，但其强化偏见和延续刻板印象的潜力引起了伦理和教学方面的担忧。本文旨在批判性地研究 DALL-E 3 和 ChatGPT 集成所产生的图像，重点关注科学教室和教育工作者的表现。应用资本视角，我们分析这些图像如何描绘文化形式（具体化、客观化和制度化），并探讨这些描绘是否与科学教育的刻板印象相符或相悖。科学教室图像展示了各种场景，从 GenAI 描述的复古到现代。我们的研究结果揭示了与科学教育者相关的刻板元素的存在，包括白大褂、护目镜和烧杯。虽然这些图像通常与刻板印象一致，但它们也引入了多样性元素。本文强调了对 GenAI 制品中的公平性、代表性、偏见和透明度问题持续保持警惕的重要性。这项研究有助于更广泛地讨论 GenAI 在加强或消除与科学教育相关的刻板印象方面的影响。