Scaffolding in the engineering lab: Organic and self-directed varieties of scaffolding

This cognitive-ethnographic study investigates how learning processes unfold in engineering research labs. We observed several instances of advisor-student interactions that resemble the instructional strategy of scaffolding. Interestingly, the advisor neither knew about the scaffolding strategy nor intended to use it. We described this unplanned scaffolding as an organic scaffolding. From our observations, we found that the advisor continuously encouraged each student to be an independent researcher, the lab had a nonhierarchical, collaborative environment, and students were inclined to do self-directed learning. These features appeared to make organic scaffolding possible. In addition, when we observed an individual advisor-student interaction to solve a problem, we observed a co-constructive scaffolding process. The scaffolding process was initiated by the student and while the advisor provided support by structuring the learning process, the student also actively led the process during the motivational phases of learning. This co-constructive scaffolding is an example of self-directed learning that occurs in the engineering lab. Based on our findings, we suggest that organic, self-directed scaffolding can be a useful learning strategy in the engineering lab when it is properly adapted to each lab’s situation.