Victoria Hedlund shares findings from her classroom-inspired investigation, exploring the types of biased science output that GenAI tools give for boys and girls.

To read Victoria Hedlund's article on Gender equity in GenAI science explanations published in the most recent issue of School Science Review, follow the link below:

To read Sam Lovatt and Alex Sinclair's article referenced below, please follow the link below:

Useful Links
ASPIRES research: www.ucl.ac.uk/ioe/departments-and-centres/education-practice-and-society...
GenEd Labs.ai: genedlabs.ai
UNESCO Gender-sensitive language guidelines: https://unesdoc.unesco.org/ark:/48223/pf0000377299

References
Archer, L. (2018) Engaging children with science: a ‘Science Capital’ approach. Primary Science, 154, 5–7.
Department for Education (2025) Generative artificial intelligence (AI) in education.
www.gov.uk/government/publications/generative-artificial-intelligence-in...
Lovatt, S. and Sinclair, A. (2025) Using generative artificial intelligence to plan and resource primary science. Primary Science, 185, 4–7.
UNESCO and IRCAI (2024) Challenging systematic prejudices: an investigation into bias against women and girls in large language models.
https://ircai.org/wp-content/uploads/2024/03/IRCAI_UNESCO_Report_Challen...