Umm, no. I came across this interesting article that I think addresses the question very well. A physics teacher tells us about his job and how he handles questions about god in his science classroom and think it has a very important message, with some added boldface by me:
Despite appearances to the contrary, science in schools is not just about teaching facts and figures, it is about teaching the way in which humans have arrived at answers to questions ranging from how life reproduces itself to how the stars shine. Science lessons should equip students with critical thinking skills, the most important of which is to ask for evidence for claims about “truth“. If we’ve succeeded in teaching these skills, it’s inevitable that some of our religious students will ask “what is the proof for the existence of a god?” and it’s inevitable that some of these students will not be happy with the stock religious answers to this question.
If my colleagues and I do our jobs properly, our students should go away with a story about the history of life and the universe that is far richer, far grander and far more detailed than that presented in any religious text. More importantly, they should go away with an understanding of how and why this story has been written. (A) proper science education should equip young people to arrive at their own decisions about what to believe, and ensure that if they do conclude there is a god, it is a god who doesn’t stop them from fully appreciating the truth and beauty of scientific knowledge.
I heartily endorse this approach.