**6.3 Metalinguistic**

*Metacognition in Learning*

**4.1 Research procedure**

**5. Data analysis**

**6. Data results**

*Themes and frequency.*

**Table 1.**

**6.2 Problem solving**

**6.1 Curiosity and real-world connections**

recording did not connect to the topic.

Fifty video responses recorded in FlipGrid® were transcribed to explore students experiences when completing two different STEM challenges. The transcriptions included 20 minutes of responses. Only two segments of data were removed the study because the student was unaware that they were continuing to record, and the

Seventy-seven segments of data were coded. Five themes emerged. The following themes emerged: (1) metalinguistic awareness (2) curiosity and real-world connections (3) problem solving strategies (4) social metacognition strategies (5) concrete to abstract thinking. The themes and frequency are listed in **Table 1**.

**Theme Frequency of response** Metalinguistic 12 (16%) Curiosity and real-world connections 26 (34%) Problem solving 20 (26%) Social metacognition 11 (14%) Concrete to abstract thinking 8 (10%)

The theme with the highest frequency of response was curiosity and real-world connections with 26 segments of data (34%). Responses were coded as curiosity and real-world connection when the response connected to real-world examples or the STEM challenge. Additionally, responses that demonstrated an interest in topic of the STEM challenge were coded within this category as well. An example of a response within this category included one student who stated: "Real cranes use lights and sounds when moving." Another example of a response in this category included: "The Brooklyn Bridge took 14 years to build, and 21 elephants walked across it to see if was sturdy." Some students identified the Golden Gate Bridge or other types of actual bridges that were observed during the Virtual Reality Tour.

The theme with the second highest frequency of response was problem solving with 20 segments of data (26%). Responses were included within this theme when students described how they worked through the problem or challenge. Further, the students described how they figured things out throughout the STEM challenge process. One example of a response that was included in this theme included a student who stated: "The air in the piston makes the crane move." Another student explained: "We used the blue-tooth blocks that were connected to the iPad to make our crane move, light-up, and it made sound." Other examples involved explaining

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The theme with the third highest frequency of response was metalinguistic with 12 responses (16%). Responses were included within this theme if the students responded focusing on the language. Sometimes students would describe new words, but the students could not remember the name of the word. For example, on student stated: "There was one thing under the toy crane. I forget what it was called, but it was the thing that we used with the iPad to control it." Another student stated: "We used a syringe as an air piston." The students were becoming aware of new words, and the students were learning how to apply the words to describe what they did.
