> There is a vast difference between a student reading from a textbook and a researcher / scientist reading studies and/or papers.

Not really. Both are learning new things. Neither has the time or access to resources to replicate even a small fraction of things learned. Neither will ever make direct use of the vast majority of things learned.

Thus both depend on a cooperative model where trust is given to third parties to whom knowledge aggregation is outsourced. In that sense a textbook and prestigious peer reviewed journals serve the same purpose.

> If you fail to prove them wrong and can produce the same results as them, they have done Good Science.

Not really in my humble opinion. Sure, the Popperian vibe is kind of fundamental, but the whole truncation into binary-valued true/false categories seldom makes sense with many (or even most?) problems for which probabilities, effect sizes, and related things matter more.

And if you fail to replicate a study, they may have still done Good Science. With replications, it should not be about Bad Science and Good Science but about the cumulation of evidence (or a lack thereof). That's what meta-analyses are about.

When we talk about Bad Science, it is about the industrial-scale fraud the article is talking about. No one should waste time replicating, citing, or reading that.