In this paper, we will argue that the structure of the spatio-temporal pedagogical set-up and the elaboration of an evolutionary support for operations of cognition and imagination are powerful in transforming learning cultures. We develop this argument in proposing a translation of the scaffolded mind theory into architecture education: in the framework of the first-year design studio at ALICE EPFL, the ‘protostructure’ plays the role of both a cognitive and physical support, enhancing the spatial knowledge acquisition path of students and teachers. Its performances are assessed through the structuring dimensions of the scaffolding theory, namely trust, entrenchment and individual-collective.