Science curriculum and pedagogy offer ideal avenues for teaching young people the critical thinking skills they need to live in a post-truth world. Drawing on the theory of epistemic cognition, we present a selection of research-based pedagogies that have been shown to be effective in developing school students' understanding of knowledge and how it is produced. Following a systematic approach to literature searching and screening, we present a selection of pedagogies suitable for supporting students' epistemic cognitive growth at different schooling levels. Implications for school science teaching, science teacher education, and curriculum are discussed.