And in physics, "Forces? All of this gravity stuff is bogus - it is obvious that heavier things fall faster! You should teach the controversy. Where are there still things 'up'?" We could have skipped the second law of thermodynamics for sure - it contradicts the ignorant version being pettled.
But this is only a problem because of public schooling. If the ignorati could go and "learn" not-science, while the rest learn science - and employers were free to choose between the groups - this problem would mostly correct itself swiftly. There will just be another group of neo-amish, no skin off my nose.
When My kids were in grade school I checked out their science books, and I found the implied epistemological basis of atomic theory quite interesting. At the level of molecules, there was no hesitation at presenting them as real objects - "tinker toy molecules". When the explanation moved on to atoms, it was a different story. A heuristic description of the electron cloud was given ( fuzzy ball ) and it was implied that everything about it was cast in doubt. There was no statement of unequivocal fact, just "scientists think", so the impression was that we're pretty sure there are electrons in there, but we're not sure what they're doing.