Abstract
This article addresses the issue of pedagogical support for students' research activities. Based on a six-month experiment in two ninth-grade secondary schools (N=42), the differences between the traditional leadership model and the mentoring model are analyzed. Using participant observation, questionnaires, expert evaluation of projects, and analysis of students' reflective journals, statistically significant differences in the dynamics of cognitive motivation, level of independence, and quality of final projects were identified. It is shown that effective mentoring requires not simply a change in stated position, but also mastery of specific operational techniques: open-ended questions, reflective listening, thought provocation, and measured assistance. Typical mistakes teachers make when organizing research are described. Practical recommendations for preparing teachers for the mentoring role are formulated.