On the other hand there are these people who are basically adherents of scientism, who don't understand that there can e other valid models for knowing or using language, or who don't see that there is such a thing as an epistemology of science, or understand the limits and blind spots of scientific investigation. And all of that is completely different than corruption of science.
I studied for my science PGCE back in the early noughties and the nature of science, the scientific method and the development and limitation of models in science teaching was given a great amount of emphasis at that time. There was also a time when GCSE courses looked at how scientific ideas changed over time and the limitations of scientific models.
Sadly, these topics were never really given the emphasis they deserved - even up to A Level. I think many teachers studied STEM subjects at degree level viewing it as a ‘body of knowledge’ in much the same way that they had learnt the subject at school and so dismiss its importance. It’s a shame as, to me, it was always one of the most interesting aspects of teaching the subject.
Bret Weinstein has done several podcasts on the scientific method and how he taught it at Evergreen. His work on ‘broken mice’ that is outlined on his brother Eric’s podcast channel is also very interesting and highlights some of the issues in modern academic research and publication.