The first aim of his paper is to discuss different aspects of science communication from the perspective of neuroscience and learning in a Science Centre environment. A hypothesis is that a neurological underpinning to pedagogical theories might enhance the process of learning. The second aim is to describe experiences from a university course in euroscience, which was mainly aimed at science education and science communication. The third aim is to demonstrate the power and value of adding an approach from a neuroscientific perspective to the other research tools as Constructivism, the Sociocultural theory and Phenomenography,