ABSTRACT
It is generally assumed that a career in science begins in the university, a site in which students receive not only theoretical instruction but also practical education in order to master the skills that a discipline requires. In addition, university professors and researchers show students a set of accepted behaviours and rules that they must follow during their careers as well as a series of images of what it means to be a good scientist. Students draw explicit knowledge about specifi c topics or problems in their discipline from theoretical instruction. They learn by means of practical exercises how to deal with theoretical knowledge in order to appropriate it and use it.
