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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The development of student abilities of scientific research activity (SRA) in the process of studies appears as a highly important area. In the course of studies, students not only increase their general competencies, acquire professional abilities and skills but also learn to conduct research. This does not mean that all students will build their careers in the field of scientific research in the future. The present life, labour market, the complexity of technology, etc. require at least minimum competencies in carrying out investigation. SRA should be universally stimulated and developed. Scientific research activity is not an entertainment but responsible, thorough work requiring a lot of self-independence. Such activity promotes student analytical thinking, the abilities of searching and using information are formed, they learn how to analyse the collected material, prepare reports, make research presentations, etc. The conducted qualitative research involved graduated students -pre-service teachers of sciences studying at Lithuanian universities. The research was conducted in January-February 2016 and based on the constructivist paradigm, suggesting that knowledge was not the final or uniform product. Teaching is an effective tool when students gain information thus stimulating active cognitive processes. The performed research has demonstrated that SRA questions remain crucial, the organization of such activity has specific weaknesses and improvement is not always carried out deliberately and purposefully, because the context, environment, conditions and requirements for education in general may differ. Improvement on SRA is not possible without empirical data based on the status. The research has revealed student understanding of SRA, its key strengths and weaknesses as well as allowed assessing the significance of such activity on the professional training of the pre-service teacher and on improving guidelines.

The problems of university education though retain a complex character still become more and more pressing issues for a number of reasons. Labour market dynamics and a changing society require flexible, innovative and creative possibilities of lifelong learning. Higher education institutions are not limited to primary professional training of students. Therefore, it is necessary to search for the new possibilities of improving the skills of specialists and professionals changing personal specializations, developing individual abilities and acquiring high level professional competences. Continuing education at universities plays a fundamental role in choosing strategy priorities identified in the field of European education. Thus, it is necessary to strive for the highest standards of scientific activities, studies and obtained results acknowledged by the international community. On the other hand, a competition between universities becomes more intense at both the national and international level. Insufficient focus on a consumer (student) and offered services decreases the quality of studies and acquired education.Solutions made to any problem require relevant and accurate information. Research on the students' opinions about the questions of university education has remained a serious matter. Moreover, this is how fairly objective primary information about the processes taking place in this sector can be obtained. Empiric research (N=544) carried out in January -February 2012 showed controversial student positions on university education. The students' opinions may vary depending on the sex and the year of studies. It has been discovered that female rather than male students more positively evaluate the majority of aspects of university education.

Scientific research activity (SRA) of the future nature subject teachers during university studies is a significant their professionality / skilfulness component. Teacher research activity at school and education quality improvement are directly related. On the other hand, teacher as a researcher (research) competence is formed not only during studies at university or performing pedagogical practices, but also during continual professional improvement activities, as for example, reflexive research. It is obvious, that learners’ scientific research activity is one of the main activity directions in natural science education process. Such activity effectiveness, and also natural science education quality for the most part guarantees properly prepared teacher. A qualitative research was performed, in which 84 two Lithuanian university bachelor and master study programme students participated. The main research aim is to analyse SRA significance to teacher profession, contribution to professional readiness, and also to evaluate study process favourableness to scientist (researcher) career choice and personal student readiness for SRA. Data analysis was carried out applying content analysis method. It has been stated, that the biggest part of respondents relate SRA with professional improvement, and essential such activity contribution is professional readiness improvement (knowledge acquisition, experience and competence development). It has been fixed, that study process is partly favourable, however unsuitable conditions, teachers’ lack of interest and unfocused orientation to career hinder its improvement. Regardless of the fact that 50 % of research participants evaluated their personal readiness to participate in SRA as improper, still the attitude to researcher career remains positive. Key words: qualitative research, scientific research activity (SRA), teacher education, university students.