Guo, Libo

This paper develops an integrative systemic approach to understanding the notion of scaffolding and examines the knowledge domains: factual knowledge, procedural knowledge, and advanced concepts, teachers’ scaffolding practices around assignments and the quality of student work in the subject of English in 18 Singaporean elementary schools (Primary 5) and 18 high schools (Secondary 3). It is found that: (1). Student work exhibits high levels of factual and procedural knowledge but does not show evidence of advanced concepts; (2). Mediocre task scaffolding contributes to mediocre student work; and (3). Learning environment, i.e., the interpsychological environment must be improved before substantial intrapsychological, individual development (Vygotsky, 1978, p. 57) is possible.

This paper develops an integrative systemic approach to understanding the notion of scaffolding and examines the knowledge domains: factual knowledge, procedural knowledge, and advanced concepts, teachers’ scaffolding practices around assignments and the quality of student work in the subject of English in 18 Singaporean elementary schools (Primary 5) and 18 high schools (Secondary 3). It is found that: (1). Student work exhibits high levels of factual and procedural knowledge but does not show evidence of advanced concepts; (2). Mediocre task scaffolding contributes to mediocre student work; and (3). Learning environment, i.e., the interpsychological environment must be improved before substantial intrapsychological, individual development (Vygotsky, 1978, p. 57) is possible.