It's more of a problem that the science books -- the ones used in public schools --
don't change often enough to reflect modern science. Most of the material is fifty to one hundred years old, and the presentation tends to be simplistic at best.
This provides fuel to the critics of scientific ideas. Public school science is like a straw man, easily attacked because it doesn't deal with the complexities, subtleties and gray areas that real science wrestles with all the time.
One of the differences between scientific inquiry and other modes of thought is that real scientists typically welcome new discoveries, while subjecting them to the same intensive scrutiny as the more established body of knowledge and theory. Of course if a new discovery contradicts established science it has to be tested, and often something is learned in the process, even from mistakes. Sometimes it is found that older theories are valid up to a certain point, but fail at the subatomic or astronomical scales. Science is all about extending boundaries, both observationally and conceptually.
The most prominent recent example is an experiment done by physicists that seems to show neutrinos traveling faster than the speed of light. If true, this would affect the underpinnings of much of modern physics. The response of the scientific community, including the physicists who did the experiment, is skepticism. They are redoing the experiment, searching for possible sources of error. Other labs are trying to replicate the results (only a few in the world have the equipment to make the attempt). Nobody has been burned at the stake, and even the most skeptical physicists will study the evidence carefully as it emerges.
Perhaps a hundred years from now, some of this material will make its way into public school science books.