**6. Data results**

#### **6.1 Curiosity and real-world connections**

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.

#### **6.2 Problem solving**

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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**7. Discussion**

*Redcay's STEM-oscope Model: Connecting STEM Education, Social Robots, and Metacognition*

how the drawstring bridge was created so it would be sturdy enough to hold a lot of

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

The theme with the second least amount of frequency of response was social metacognition with 11 responses (14%). Responses were included within this theme if the students reflected on the process involved with working and communicating with others. For example, one student stated: "We worked together as a team. I saw that people in my group were all doing a good job." Another student stated: "As a group we made a crane. We all had different things to do. I had was able to put the glue dots on the TechCard." Responses that involved group work and collaboration

The theme with the least amount of frequency of response involved concrete to abstract thinking with eight responses (10%). Responses within this category involved students using the concrete prototype to describe abstract concepts. When the students were reflecting on the experience then the student had the chance to hold the concrete object to help with the explanation. One student stated: "Let me show you how this works." Another student said, "Watch this!" Whenever a student referenced the concrete object when explaining abstract ideas then the response was

The research study results added to the existing body of knowledge in the area of STEM education. Previous research studies did not make a direct connection between STEM education, social robots, and metacognition. Different connections between STEM related skills were linked to metacognitive thinking, but it was not directly linked in a research study. FlipGrid® videos provide researchers an oppor-

Metacognitive thinking allows learners to transfer and adapt to different situations because learners have a strong understanding of their own knowledge [23]. Metacognition is similar to one looking into a toy kaleidoscope. As one turns or looks into the mirrors and reflections then the perspective changes. The word kaleidoscope is Greek, and the word means "beautiful form to see [24]." When a person is able to self-reflect then the thinking of the person transforms into a beautiful new understanding. The research study involved exploring the responses of students

plastic elephants but it still had the ability to move up and down.

*DOI: http://dx.doi.org/10.5772/intechopen.86842*

**6.3 Metalinguistic**

words to describe what they did.

**6.5 Concrete to abstract thinking**

were coded in the Social Metacognition category.

categorized as concrete to abstract thinking.

tunity to explore students reflecting-upon their experiences.

**6.4 Social metacognition**

how the drawstring bridge was created so it would be sturdy enough to hold a lot of plastic elephants but it still had the ability to move up and down.
