To the influence of metacognitive processes on comprehension of scientific text

The development and implementation of effective educational technology training students to understand scientific texts is one of the most important problems of educational psychology. This is due to the fact that understanding is not only the result of cognitive activity, but at the same time - condition for the formation of professional competencies of future professionals. This paper presents a relatively new for the national science metacognitive approach to solving of this problem. The paper develops the ideas of domestic and foreign authors about the metacognitive processes, their structure and specificity. On the basis of the theoretical literature review the author describes the functions of metacognitive processes in the understanding of scientific text. Presents the results of an empirical study of the influence metacognitive processes in text comprehension and psychological characteristics of students' metacognitive processes with different levels of understanding of the scientific text.