In response to question #1:
I look at experimentation as a form of inquiry. During experimentaion, data is collected from many resources. As our technology improves and becomes more sophisticated, so does the data. As I have experienced in this program, understanding the data sets is a challenge. Perhaps the intent is not to understand how the data was collected but to avaluate what the data sets are trying to communicate. As a former R&D assistant scientist, I have seen data sets interpreted differently - for obviously different reasons. As we all know, people can make the data "say" what they want it to "say". So , how do we get students to evaluate the data evidence if they do not understand the process used in the data collection?
I evaluate student's data after an experiment, looking for sources of error (mathematical or otherwise). When students research an organism from a certain Kingdom, we discuss the sources of their research, asking such questions as: Who is posting this information? Do they have any monetary gain from the posting? Is the information accurate?

Question #2:
I wanted to comment on the goal that addresses using scientific thinking and the study of science topics in relation to social context.
Recently in class,one of my students was researching the bacteria E. coli. In class we discussed the recent outbreak of E.coli on spinach and how this affected people throughout the USA. We discussed what E.coli is, how the spinach became infected (and the misinformation students received from parents and other people - ie. "people were pooping in the fields where the spinach was grown")We discussed reasons why prople should rinse their produce off before consuming and this led to other discusions about hygiene (boy, can those students get me off topic - and I know it!)
When the elections came around, we discussed stem cell research - what it is and the implications of Michael J. Fox's political advertisement and Rush Limbaugh's remark.This in turn led to social mores - should Rush Limbaugh apologize to Michael J. Fox? Should Michael J. Fox contribe to another person's political campaign by addressing his illness and how stem cell research could benefit others with the same illness?
These are some of the social issues that certainly sparked debate among my students.

I completely agree with you about students understanding how data is collected. Just like any other source of information, students need to be able to analyze a data set objectively, including who collected the data and how it is presented. Students need to have the experience of collecting data themselves to be able to evaluate the validity of other data sets. But, I think, as students' knowledge base increases, so does their ability to effectively use complex data sets collected remotely or by others.

I also agree with you on the importance of understanding science in relation to social contexts. As technology and science knowledge increases, so does the importance of citizens understanding of the health and social implications involved. When teaching earth science, I try to get my students to see the importance of being informed and understanding earth processes for all citizens. We all need to be capable of making informed decisions on issues that will impact the environment.

Students should be taught to be able to distinguish between a reliable data source and information and an unreliable data source and misinformation.

Collecting their own data and interperting the results is an important part of implementing the scientific method. From that they can draw valid conclusions. They can also see where they might have made mistakes and identify the variables that might have affected their results, and therefore their conclustions.