Considerations on scientific ethics for science student are exposed which are required in order to achieve an adequate formation consistent with the intelectual nature of the pursued scientific investiture. This situation is analyzed from the philosophy of science perspective which in this case is strongly supported on the empirical basis of scientific praxis. The philosophical bases for understanding ethics are explained remarking the influence of various philosophical doctrines or schools of thought and underlyning the confusion between moral and ethical perspectives. (...) Consequently, scientific ethics requires handling a proper concept of science, and of scientific method including the debate on its non-existence which lacks basis on philosophy of science. Thus, questions such as: why am I a scientist? what is science? what is scientific method? why do we publish? and, what scientific ethics actually is and how it influences science students? should be considered and coupled with the philosophical doctrines that led us to the praxis of a scientific calling, such as romanticism, existencialism, positivism, rationalism, and empirism, among others. That is, it is an ethical requirement to recognize and consider the philosophical bases of science for the praxis of scientific research. As corolary, it is pertinent to state that ignoring ethics and its philosophical bases may constitute a deficiency in education of science students. (shrink)

Experience in thesis and peer reviewing revealed that most authors have much difficulty in presenting the structural supports of their study. This becomes evident in both their oral and written scientific reports in which little congruency or lack of it is frequently observed between title of the study, general objective (aim), and the hypothesis. Likewise, confusion is usually present when distinguishing purpose from objective when presenting the research problem. In order to aid in approaching the mentioned difficulties an exercise termed (...) Trivium is proposed and explained. This term that designated the main subjects in scholar formation during medieval times, is used to designate the effective coupling of the above three structural elements (title, objective, hypothesis) that, properly used, confer epistemological basis to their scientific reports. Likewise, in order to reinforce this exercise a Quadrivium is recommended in which a fourth structural element is added, i.e., a premise, as the theoretical basis that precisely indicates the purpose of the study and provides immediate support to the hypothesis. Examples to illustrate these exercises are provided. Abiding by this logic may significantly aid science students and some open-minded researchers in adequately constructing their scientific reports, while avoiding frustrating experiences due to uncomfortable observations by peers on their manuscripts. (shrink)