*7.1.2 Metalinguistic*

*Metacognition in Learning*

optimize stage (see **Figure 1**).

**7.1 Beginning-define stage**

tion to the challenge.

*7.1.1 Curiosity and real-world connections*

when using STEM challenges and social robots. The themes that emerged were connected the EbD loop and metacognition. When everything comes together then it can be explained by a new model called Redcay's STEM-oscope Model (RSM).

the three sides labeled to correspond with the three stages of a STEM challenge: (1) beginning-define, (2) middle-design, (3) end-optimize. The five themes that emerged from the research study fit within the three stages of STEM education. The curiosity and real-world connection theme is connected to the beginning-define stage. The social metacognition and concrete to abstract themes are connected to the middle-design stage. The problem-solving theme is connected to the end-

Two themes that emerged fall within the beginning-define stage of the EbD loop: (1) curiosity and real-world connections and (2) metalinguistic awareness. Within the beginning stage students are identifying the problem. Further, the engage phase of 6 E's of Science Inquiry is connected to the beginning stage as well [6]. The engage phase involves making connections between old and new knowledge. The two STEM challenges included in the research study included Virtual Reality Tour with Nearpod®, an introduction from Robon from RoboKind®, and read aloud. The purpose of the activities that occur during the beginning-define stage involve developing vocabulary and providing an authentic, real-word connec-

Curiosity and real-world connections theme had the highest frequency of response. The engage stage of the 6 E's instructional method occurs at the beginning of a STEM challenge [6]. In the STEM challenge, Virtual Reality with Nearpod®

*A picture depicting Redcay's STEM-oscope Model that combines STEM education, social robots, and* 

A triangle is located inside of a kaleidoscope. Therefore, RSM has a triangle with

**130**

**Figure 1.**

*metacognition.*

Metalinguistic was the theme with the third highest frequency. Students were able to use and apply new terms through the design process. Previous research studies have demonstrated that students' metalinguistic skills increased after students had an opportunity to observe and try-out new words within a group [7]. Robon from RoboKind® was coded to provide students with think alouds through the STEM challenges. Previous research studies have demonstrated that students benefited from think alouds provided by social robots [10]. Further, students had the opportunity to try out the new words using FlipGrid®. Students could listen to their own reflections, and the students could listen to the reflections of their peers. These different opportunities helped the students further develop their own knowledge about how they are using and applying new words.

## **7.2 Middle-design**

Two themes were connected to the middle-design phase of the EbD loop: (1) problem solving and (2) concrete to abstract. During the design phase students brainstorm ideas, create a prototype, and test the prototype. The purpose of this phase is to try-out different hands-on activities. Students are working through the explore, explain, and engineer phases of 6 E's of Science Inquiry [6]. As students manipulate concrete objects then it helps students understand and explain abstract concepts. Further, students are working-on learning how to explain and properly communicate their ideas to others. Students need opportunities to collaborate and socialize.

#### *7.2.1 Social metacognition*

Social metacognition had the second to least frequency of response. Students were reflecting upon how they worked together in teams. Previous research studies have demonstrated that students benefit from working collaboratively, and this helps develop social metacognitive thinking [9]. Students reflected upon the negative and positive aspects of working within a group. Students were able to organize their thinking into patterns then the patterns or ideas can be applied or used in the future [25].

### *7.2.2 Concrete to abstract thinking*

The category with the least amount of frequency was concrete to abstract thinking. Materials like Creation Crate® TechCard® allow students to construct, build, and re-build an unlimited number of proto-types that can help students better understand the connection between the concrete object and the abstract idea. Further, another versatile material is SAM Labs® students are able to connect different circuits in the app, but the abstract concept is applied to motion in an actual concrete object. Young students learn best when concrete objects are linked to abstract concepts [7]. Some students might have already internalized abstract ideas so they did not need to rely on concrete objects.

### **7.3 End-redesign**

One theme connected to the end-redesign phase: problem solving. During the end-redesign phase the students are re-designing and re-testing. The redefine phase align with the elaborate and evaluate phase of the 6 E's of Science Inquiry [6]. Students are able to expand with new experiences to discover more about the topic. Students self-evaluate and reflect on the STEM challenge to make decisions about how to improve and change their initial ideas.

### *7.3.1 Problem solving*

Problem solving was the theme with the second highest frequency. STEM challenges start with real-world problems [3]. Further, throughout the STEM challenge, students solve problems and students demonstrate flexible and creative thinking. Previous research has demonstrated that students benefit when they think through problems [3]. Students are able to reflect upon the process, and students can organize their thinking around patterns that can be used in future situations [11].
