This paper makes a number of strong arguments in favour of science communication as a learning tool for students at all levels of education.
Whether they are children at primary school, youngsters at secondary school, students at higher education institutions or students writing doctoral dissertations, science communication has a strongly enhancing effect on the learning in the minds of the students.
In a first instance this paper will narrow down the subject of science communication to establishing dialogue about science & technology by means of several strategies adapted to specific target groups, with the objective of arousing interest, expanding knowledge, forming opinions, changing attitudes.
Next, several types of science communication for diverse target groups (child, youngster, student, doctoral student) will be explained and discussed. For instance: a first introduction to S & T for primary school children in a submarine experiment at a science festival, young people in secondary school gathering an understanding of S & T through ST activities at our HEI, students taking part in research projects and writing bachelor/master theses embedded in research projects, and doctoral students writing and giving flash presentations about their doctoral research.
Finally the relevance of science communication for learning in the minds of students will be argued, based not only on experiences from daily educational practice but also on a framework put up after years of valuable research on the subject by Jenkins et al (2007).
In short, this paper analyses the what, how en why of science communication for students. The use of science communication might have great illustrative value to all conference participants who are looking for ways to enhance the learning in the minds of their students.