Newsweek

This column is about science education, but teachers and curriculum designers should click away now rather than risk apoplexy. Instead of making the usual boring plea for more resources for K–12 science (or, as it is now trendily called, STEM, for science, technology, engineering, and math), I hereby make the heretical argument that it is time to stop cramming kids’ heads with the Krebs cycle, Ohm’s law, and the myriad other facts that constitute today’s science curricula. Instead, what we need to teach is the ability to detect Bad Science—BS, if you will.