This paper examines how conceptions regarding the legitimate purposes and day-to-day course of science influence students' evaluations of science in the popular media. The students involved in this project attend a secondary all-girls school. Their concept of science focused on practical, life-enhancing goals pursued through the complex, time-consuming process of modeling nature. Students used this conception to critically evaluate popular accounts of science. Science and scientists congruent with this image were more admired and trusted than activities and individuals that were not. Their critical ability is thus limited by the limitations of their model of science. Teaching the process and dynamics of scientific activity may help students critically evaluate science. A Web-based curriculum was used to provide students with notetaking capabilities and concept mapping functions. (Contains 12 references.) (Author/YDS)