The introduction of generative artificial intelligence (GenAI) has raised significant questions about teaching, learning, and assessment in science education. Unlike other disciplines, science is rooted in our interaction with material objects in the physical world. GenAI, which relies on statistical probability from text data, lacks a connection to the physical world, raising concerns about its impact on science education. This paper emphasizes the importance of materiality in shaping scientific knowledge and argues for its recognition in the GenAI era. Drawing on new materialism and science studies, it highlights how materiality is central to scientific knowledge and epistemic authority. The paper concludes with recommendations for research and teaching that recognize the role of materiality in GenAI, particularly in practical work, scientific argumentation, and learning with GenAI. As GenAI becomes more prevalent, understanding how scientific knowledge arises from our connection to the physical world is crucial for science education. The paper also discusses the differences between human meaning-making and AI text generation, emphasizing the importance of materiality in scientific practices. It highlights the need for practical work in science education, the role of material forms of inquiry and argumentation, and the importance of learning, collaboration, and shared agency with GenAI. The paper concludes by emphasizing the central role of materiality in shaping scientific knowledge and the need for science education to acknowledge our connection to the physical world.The introduction of generative artificial intelligence (GenAI) has raised significant questions about teaching, learning, and assessment in science education. Unlike other disciplines, science is rooted in our interaction with material objects in the physical world. GenAI, which relies on statistical probability from text data, lacks a connection to the physical world, raising concerns about its impact on science education. This paper emphasizes the importance of materiality in shaping scientific knowledge and argues for its recognition in the GenAI era. Drawing on new materialism and science studies, it highlights how materiality is central to scientific knowledge and epistemic authority. The paper concludes with recommendations for research and teaching that recognize the role of materiality in GenAI, particularly in practical work, scientific argumentation, and learning with GenAI. As GenAI becomes more prevalent, understanding how scientific knowledge arises from our connection to the physical world is crucial for science education. The paper also discusses the differences between human meaning-making and AI text generation, emphasizing the importance of materiality in scientific practices. It highlights the need for practical work in science education, the role of material forms of inquiry and argumentation, and the importance of learning, collaboration, and shared agency with GenAI. The paper concludes by emphasizing the central role of materiality in shaping scientific knowledge and the need for science education to acknowledge our connection to the physical world.