Publication Date
| In 2026 | 1 |
Descriptor
| Brain | 1 |
| Cognitive Processes | 1 |
| Foreign Countries | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Middle School Students | 1 |
| Middle School Teachers | 1 |
| Scaffolding (Teaching… | 1 |
| Science Education | 1 |
| Science Teachers | 1 |
| Teacher Guidance | 1 |
| More ▼ | |
Source
| Education and Urban Society | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| China (Beijing) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkJingying Wang; Jinghan Ren; Yuqing Chen; Runjie Jiang; Jiarong Xu; Yunan Ding; Shoubao Gao – Education and Urban Society, 2026
Teacher-related factors significantly impact students' higher-order thinking. However, the mechanisms of how these factors specifically affect students' higher-order thinking in urban science classrooms are unclear, especially in the absence of empirical research based on multimodal assessment methodologies. This study explored the pathways of…
Descriptors: Teacher Guidance, Teacher Student Relationship, Scaffolding (Teaching Technique), Thinking Skills
