**9. Conclusion**

The research study added to existing body of STEM Education Research because it connected STEM education, social robots, and metacognitive thinking in a new model called Redcay's STEM-oscope Model. The qualitative, explanatory research study involved the exploration of 100 student responses after completing two STEM challenges. The students responded to the STEM challenges using FlipGrid®. The data were transcribed, coded, and analyzed to answer the research question: What, if any, themes will emerge when exploring the responses of second grade students after complete two STEM challenges?

Five 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 five themes connected to the three main stages of the EbD loop: (1) Beginning-Define (2) Middle-Design (3) End-Optimize. Further, the 6 E's of Science Inquiry were embedded and connected to the themes

**133**

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

as well. The model is arranged in the shape of triangle because kaleidoscopes use a triangle shape with mirrors. When STEM education is connected to metacognition then an experience similar to looking through a kaleidoscope occurs. As one turns and reflects then perspectives and understandings increase. STEM-oscope Model involves students self-reflecting throughout the STEM process to gain better

Metalinguistic awareness was promoted as a social robot, Robon from RoboKind® provided Think Alouds. Students were able to listen to their own recording, and students were able to listen to the recording of their peers. Students benefited from using versatile materials like Creation Crate® TechCard® and SAM Labs® that further allowed students to make connections between concrete objects and abstract ideas. Additionally, students benefited from having the opportunity to make real-world connections using Virtual Reality from Nearpod®. Students benefited from interacting within groups, and students learned more as they solved problems. These themes were previously recognized separately as benefiting students to think metacognitively. However, a STEM challenge allows the students to have an enhanced experience because it fosters metacognition by developing

I acknowledge using the following resources for the STEM challenges: RoboKind®, Creation Crate® TechCard®, SAM Labs®, FlipGrid®, Nearpod®, and

I would like to thank my supportive family. Sophie and Davin-I hope that you always take risks, and go for your dreams. This is dedicated to all of my fellow researchers and teachers. Let us continue to make a positive impact in lives of our students! I would like to thank my KTI Family for your support! Thank you and best

*Twenty-One Elephants and Still Standing* by April Jones Prince.

wishes to all of the students that I have had the opportunity to teach.

Harrisburg Area Community College, Hempfield School District, Millersville

© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

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

self-awareness.

various skillsets.

**Author details**

Jessica D. Redcay

University, Lancaster, PA, USA

\*Address all correspondence to: drjredcay@gmail.com

provided the original work is properly cited.

**Acknowledgements**

**Notes/thanks/other declarations**

*Redcay's STEM-oscope Model: Connecting STEM Education, Social Robots, and Metacognition DOI: http://dx.doi.org/10.5772/intechopen.86842*

as well. The model is arranged in the shape of triangle because kaleidoscopes use a triangle shape with mirrors. When STEM education is connected to metacognition then an experience similar to looking through a kaleidoscope occurs. As one turns and reflects then perspectives and understandings increase. STEM-oscope Model involves students self-reflecting throughout the STEM process to gain better self-awareness.

Metalinguistic awareness was promoted as a social robot, Robon from RoboKind® provided Think Alouds. Students were able to listen to their own recording, and students were able to listen to the recording of their peers. Students benefited from using versatile materials like Creation Crate® TechCard® and SAM Labs® that further allowed students to make connections between concrete objects and abstract ideas. Additionally, students benefited from having the opportunity to make real-world connections using Virtual Reality from Nearpod®. Students benefited from interacting within groups, and students learned more as they solved problems. These themes were previously recognized separately as benefiting students to think metacognitively. However, a STEM challenge allows the students to have an enhanced experience because it fosters metacognition by developing various skillsets.

## **Acknowledgements**

*Metacognition in Learning*

**7.3 End-redesign**

*7.3.1 Problem solving*

**8. Future research**

tional models and methods.

students after complete two STEM challenges?

**9. Conclusion**

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

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

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].

The research study was limited because it only included one group of students in one grade level. Additional research is needed to examine and explore the effectiveness of using social robots as teacher assistants when completing STEM challenges in the classroom. Further, additional research is needed to test the new STEMoscope Model with students in differing grades and places. The current research had students reflect on the STEM challenges at the end. Future researchers might consider having students share reflections after the individual EbD loop phases. After exploring additional data per phase then possible subthemes might emerge. Quantitative research is needed to further explore the effectiveness of new educa-

The research study added to existing body of STEM Education Research because it connected STEM education, social robots, and metacognitive thinking in a new model called Redcay's STEM-oscope Model. The qualitative, explanatory research study involved the exploration of 100 student responses after completing two STEM challenges. The students responded to the STEM challenges using FlipGrid®. The data were transcribed, coded, and analyzed to answer the research question: What, if any, themes will emerge when exploring the responses of second grade

Five 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 five themes connected to the three main stages of the EbD loop: (1) Beginning-Define (2) Middle-Design (3) End-Optimize. Further, the 6 E's of Science Inquiry were embedded and connected to the themes

ideas so they did not need to rely on concrete objects.

how to improve and change their initial ideas.

**132**

I acknowledge using the following resources for the STEM challenges: RoboKind®, Creation Crate® TechCard®, SAM Labs®, FlipGrid®, Nearpod®, and *Twenty-One Elephants and Still Standing* by April Jones Prince.

#### **Notes/thanks/other declarations**

I would like to thank my supportive family. Sophie and Davin-I hope that you always take risks, and go for your dreams. This is dedicated to all of my fellow researchers and teachers. Let us continue to make a positive impact in lives of our students! I would like to thank my KTI Family for your support! Thank you and best wishes to all of the students that I have had the opportunity to teach.
