Bravo!
Hopefully, in your new job, you can start to redress the balance.
Mate, you and I both. I'm working on ways to use this position to help primary teachers come up with ways to better equip kids to think scientifically, rather than to see science as a box of trivia to learn and regurgitate.
I have a pet theory that it's not so much a deficit in science teaching as a deficit in teaching as a whole. We're giving kids less time in schools than we used to, yet there's far more to learn, so lots gets missed out and the people setting the curriculum are usually the wrong people doing it for the wrong reasons. Individual teachers may be very good, but the system as a whole is failing. I think it's more or less a worldwide issue, with everyone being relatively unhappy with the quality [or lack thereof] in education.
Diversification of content has been an acknowledged problem, however teachers have always fallen back on pushing a curriculum rather than teaching skills within a context. It's a difficult concept to shift away from; many teachers continue to teach the way they were taught while struggling to implement the new programs and units. Often being incompatible, especially in a 'one-size-fits-all' system, the teachers burn out feeling they have to teach too much, the kids don't learn skills as effectively as they could, and nobody wins.
Worse yet, what is described as a 'success' is the sort of silliness as we see here - somebody who can regurgitate a lot of facts but have no idea where they fit into the scheme of things.
Sorry for the slight derail.
Athon