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The formation of scientific research activity (SRA) abilities in comprehensive school is, undoubtedly, a very important sphere, having not received a proper attention yet. Moreover, it has been determined, that in all European Union, Lithuanian people are the ones who are, perhaps, the least interested in science and the least informed about scientific achievements (LMJS, 2008). Such situation stimulates into looking for reasons. The most likely one is, that in comprehensive schools and later on at the university level as well not enough attention is paid to SRA. Without putting the very concept in a frame, scientific research activity is the basic component of developing science education. Thus, constant awareness of this topic is a definitely important issue. Our time requires human curiosity, continuous adaptation to the ever-changing life and active involvement in changes taking place in the society. In this case, creativity, original thinking, self-sufficiency, etc. are the essential qualities (Lamanauskas, 2012). SRA should be universally stimulated and developed. Scientific research activity is not an entertainment, but responsible, thorough work requiring a lot of self-reliance. During such an activity students’ analytical thinking gets stronger, the abilities of searching for information and using it are formed; they learn how to analyse the gathered material, to prepare reports, to make research presentations and so on.
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