Creationists regularly complain that schools teach evolution improperly and should also offer creation science as an alternative. They went so far as to push one school board to put stickers on biology textbooks remindng students that evolution is a theory and should be critically viewed.
Well, surprisingly, I have some agreement with them. Evolution, like Quantum Mechanics, gravity and others is indeed a theory. And in proper science all theories are subject to intense scrutiny and testing. They are required to make predictions which can turn out false, and those predictions are tested with repeatable experimentation and observation.
So now I wonder, why if we give them their way — sort of — and mandate the teaching of “creation science” in the shools. Except I mean a rigourous, scientific treatment, by non-religious teachers, where a lesson about science and bad science is taught. Other examples of bad science should also be covered.
Students should be challenged to consider the predictions, past and present, of the creation “scientists” and whether they have come true. They should learn what happens when people conclude the results in advance and try to bend the facts to fit them. It happens in all areas of science, and a good education trains you to identify when it is happening, and when you are doing it yourself. They should of course also learn the predictions of evolution and many other theories and how they have been tested and verified. They should learn about theories that had supporters but then failed their tests and thus fell from favour.
Why creation science and not every other bogus fake science? Well, studies show it is probably the one most widely believed by the public, though psychic powers, alien abductions and others also rank highly. So as the #1 it deserves a place in our curriculum, because the critical examination of bad science deserves a place.
Indeed, for a student not actually going into science, it could well be that learning to understand bad science would be the most important thing they take out of the program. They will almost assuredly never need to calculate the velocity of a spherical monkey hanging from a massless rope over a frictionless pulley. But they will encounter bad science and have to deal with it.
(I think the same is true in math for non-professionals. One of the most important things they should learn is how statistics are misused.)
So give them what they want, and then see them beg to take it back.