Scientific achievements and effectiveness of scientific research work depend on a series of factors and, first of all, on teaching the basis of methodology and methods of scientific investigation to young scientists from the very beginning of their professional activity. Scientific methodology is based not only on general methods but on regarding all the peculiarities of a definite branch of science, Economics in our case. The mechanism of teaching includes a system of cognitive methods and reality reorganization, typical structure of economic research, elements of scientific contribution. The results obtained are based on the experience, which has been accumulated by the author in the course of delivering lectures on the principles of scientific research. The system of scientific contribution elements occupies, indeed, the central place in scientific research. Hence, it is necessary to fulfill their arrangement while distinguishing the following characteristics: PESC possible elements of scientific contribution; DESC determined elements of scientific contribution, i.e., those worked out by science and unable to represent scientific originality of the research; UESC undetermined, undeveloped elements of scientific contribution, a part of which is able to represent scientific originality of the research, i.e., personal elements of scientific contribution; PESC personal elements of scientific contribution, which are supposed to be determined and developed by the author. Thus, PESC = DESC+ UESC, including PESC. It is necessary to distinguish the degree and the character of originality in the process of characterizing the elements of scientific contribution. The degree of contribution in results of research answers the question if this ESC is a new idea (solution) or it is the development of a well-known idea (solution). New ideas and solutions in theory and practice are those, which have not been known to science before, they cannot be found in the papers published, in departmental documents, in reports of institutes and organizations, in materials of conferences, in practice of management. They are divided into results, analyses, proposals, which are made for the first time those having no other variants of solution; results, analyses, proposals, which are original (in comparison with well-known ones) they mean that other results exist in theory and practice, but the author of the work gives a better solution to the task according to his/her opinion. The development of well-known ideas and solutions signifies the following: 1. Additional foundation of this or that disputable idea (solution) truthfulness with the help of personal original methods of investigation, calculation, generalization with materials of practice, logical argumentation. 2. Deepening, specification and improvement of well-known ideas (solutions), which mean that the scientist discloses this disputable or accepted idea (solution) better than his/her predecessors, understands the essence of the phenomenon, reasons of practical drawbacks deeper, represents this or that economic mechanisms in more details. 3. Expansion of ideas and solutions over new spheres of application, which means that the author suggests to use any accepted idea (solution) in a new sphere of action with the account for its peculiarities.

Научные достижения и эффективность научно-исследовательского труда зависят от целого ряда факторов и прежде всего от обучения, начиная со студенческой скамьи, молодых ученых основам методологии и методики научных исследований. Научная методология базируется не только на общенаучных методах, но и на учете особенностей конкретной отрасли знаний, в данном случае экономики. Механизм обучения включает систему методов познания и преобразования действительности, типовую структуру экономического исследования, элементы научного вклада.