TYPES OF SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS AND STAGE OF THEIR ORGANIZATION

Abstract

Abstract: The growth of students' scientific research activity (SRA) skills during their academic careers seems to be a crucial topic. Students learn to conduct research while also developing their general competencies and professional skills during their education. This does not imply that all students will go on to pursue professions in scientific research. The modern world, the labor market, the complexity of technology, etc. all need for at least the bare minimum of competences while conducting research. SRA should be promoted and developed globally. Scientific research is not something to be done for fun; rather, it requires serious labor and a great deal of independence. Students learn how to analyze the information they have gathered, write reports and research presentations, and develop their analytical thinking and information-gathering skills. Graduate students who were preparing to teach science in Lithuanian universities participated in the qualitative research project. The study was carried out in January and February of 2016, and it was founded on the constructivist paradigm, which contends that knowledge is not a finished or uniform thing. When pupils learn new material and this stimulates their active cognitive processes, teaching is a successful strategy. The conducted research has shown that SRA questions are still important, that the organization of such an activity has certain flaws, and that improvement is not always deliberate and intentional because the context, environment, conditions, and requirements for education in general may vary.  It is impossible to improve SRA without empirical data based on the current situation. The study has shown how effectively students comprehend SRA, as well as some of its main advantages and disadvantages. It has also made it possible to evaluate the importance of this activity for pre-service teachers' professional development and for enhancing rules.