My personal theory is that many responsible for teaching science in the K-12 grades are not doing a great job of communicating that science is a process for finding truth. Definitely not laying this at teachers’ feet - standardized testing and curricula, overcrowded classrooms, underfunded schools etc all contribute I’m sure, but I get the impression from talking to even well educated people that they were taught science much like they were taught math: there is a right answer, your job is to regurgitate it.
Biology in particular but also chemistry is often taught with rote memorization at its heart, and it’s easy to lose sight while getting the current thinking jammed into working memory that in the bigger picture, science is a process. Fast forward to various stages of adulthood, and when ‘science’ (not actually a thing as a whole but presented as such in the media), in light of new information, changes course or updates its priors on something you’d accepted as fact, and you might perceive scientists, a group of whom you may know none, as condescending and overconfident. In fact scientists disagree over everything and doubt way more than the public would believe but that’s often a footnote to the way the story of the scientific process is presented.
Biology in particular but also chemistry is often taught with rote memorization at its heart, and it’s easy to lose sight while getting the current thinking jammed into working memory that in the bigger picture, science is a process. Fast forward to various stages of adulthood, and when ‘science’ (not actually a thing as a whole but presented as such in the media), in light of new information, changes course or updates its priors on something you’d accepted as fact, and you might perceive scientists, a group of whom you may know none, as condescending and overconfident. In fact scientists disagree over everything and doubt way more than the public would believe but that’s often a footnote to the way the story of the scientific process is presented.