If teachers could get that students learn to “study”, many problems of teaching-learning process would be solved. Elaboration of “interpretative summaries”, a recommended task previous to learning activities, helps students in their scientific education, which is one of the most important objectives of every Faculty of Science. In this pilot study we report the ideas elaborated by students while responding questions of an interpretative summary about the concept of energy. These ideas indicate, in a fundamental sense, a true “immersion in the culture of science”, corresponding to scientific processes “read and write in order to learn”. Carrying out the interpretative summaries makes possible, for example in the introductory laboratory of mechanics, to develop of a scientific dialog between students and teacher,improving significantly the learning results. In addition, it causes that students improve their learning abilities.