Explanation in the context of natural-science activity

In the article the actual methodological problem of a parity of categories «reflexion» and «explanation» in a context of planning and realization of scientific psychological research is considered. The authors understanding of levels of scientific reflective activity (pre-reflective, subject-reflective, paradigmatic, discursive) and variants or explanation types (theoretical-semantic, empirically-didaktive, socially-semantic, socially-didaktive) are presented.