The paper “Prompt‑a‑Scientist: Using Generative AI to Disrupt Stereotypical Conceptions in Science Education” has been published in School Science and Mathematics.

Summary: Stereotypical conceptions of scientists shape how students experience science, develop science identities, and make career choices. This paper introduces Prompt‑a‑Scientist, a pedagogical activity that uses generative AI to support undergraduate students in recognizing and deconstructing their stereotypical views of scientists. Through narrative creation, AI‑mediated image generation, and collective reflection, students confront both the biases embedded in AI and their own internalized assumptions (Monteiro Nascimento & Abels, 2026).

Key findings:

• AI can circumvent some stereotypes but often reconstitutes others in new forms
• Students’ conscious deconstruction efforts interact with and are constrained by the AI’s default representations
• Collective reflection is crucial for problematizing both AI biases and students’ internalized assumptions
• The activity shifts the pedagogical function from diagnostic assessment (like DAST) to critical formative practice

To cite: Monteiro Nascimento, M., & Abels, S. (2026). Prompt‐a‐Scientist: Using Generative AI to Disrupt Stereotypical Conceptions in Science Education. School Science and Mathematics, 1–6. https://doi.org/10.1111/ssm.70041