HHMI and the journal Science have begun a collaboration to showcase innovative approaches to teaching science. A new monthly section of the journal will engage research scientists in thinking about ways to improve education at all levels by providing a forum for sharing ideas and sparking discussion.

The new education section will be produced by Science's editorial staff. It will feature peer-reviewed research as well as scholarly literature reviews, essays, and other original writing on science education. The section will focus on undergraduate and graduate level education but will also showcase innovations in K-12 science education.

"Why Science?" asked Peter J. Bruns, HHMI vice president for grants and special programs. "Because that's where the scientists are. Science is read by scientists, and scientists are an important key to great science education. Good research and good teaching can go hand in hand to the mutual benefit of both."

In an editorial in the December 16, 2005, issue of Science, HHMI President Thomas R. Cech and Science Editor-in-Chief Donald Kennedy argued that research scientists should care about the strength of science education in view of the "pipeline issue"—where we will get the next generation of research leaders—and in view of the policy-making threat posed by voters who do not understand science or the process of scientific thinking.

"If the electorate distrusts science and doesn't understand how scientists explore and interrogate the natural world," the authors asked, "how will they vote on issues ranging from stem cell research and global climate change to the teaching of intelligent design in our schools?"

The new section in Science debuts this year.