document: Factors contributing to preservice teachers ' discomfort in a Web-based course structured as an inquiry A report is given of a qualitative emergent design study of a Science , Technology , Society Interaction -LRB- STS -RRB- Web-enhanced course . Students ' discomfort during the pilot test provided insight into the intellectual scaffolding that preservice secondary science teachers needed to optimize their performance when required to develop understanding through open-ended inquiry in a Web environment . Eight factors identified contributed to student discomfort : computer skills , paradigm shifts , trust , time management , thinking about their own thinking , systematic inquiry , self-assessment , and scientific discourse . These factors suggested developing understanding through inquiry by conducting a self-designed , open-ended , systematic inquiry required autonomous learning involving metacognitive skills and time management skills . To the extent in which students either came into the course with this scaffolding , or developed it during the course , they were successful in learning about STS and its relationship to science teaching . Changes in the Web site made to accommodate learners ' needs as they surfaced are described
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