**1. Introduction**

Visualize this…A teacher is co-teaching a group of second grade students with a social robot. The teacher has coded the robot to introduce the Science, Technology, Engineering, and Mathematics (STEM) Challenge to the class. The robot states: "We are going to complete a STEM challenge. Yesterday, we explored different bridges using our Virtual Reality Field Trip. Also, we read April Jones Prince's 'Twenty-One Elephants and Still Standing' about how elephants were used to test durability of the Brooklyn Bridge. Today you are going to start to think about how you will build a bridge that can hold as many plastic elephants (weights) as possible." The teacher shows the student materials that are available to use for the STEM challenge. Further, the teacher tells the students that they need to make sure that they create durable

drawbridge that can open and close. The students examine the little baby-pool that was set-up in the classroom to see how the bridge will need to safely connect two different areas. Sophie, a girl in the class, starts to measure the area so she can consider this as he starts to create a plan. Davin, a boy in the class, goes to get his sketchpad so he can start to sketch a possible design. The students start to share ideas with their group members. The students are starting to work through the Engineer by Design (EbD) process.

The previous scenario is similar to what is occurring in a second-grade classroom in Pennsylvania, United States. Dr. Jessica D. Redcay codes Robon, the first female robot, from RoboKind® to co-teach lessons. Previously, teachers have not used robots as teaching assistants in the classroom so a limited amount of research is available. RoboKind® uses the platform of providing Robots4STEM. Therefore, the research study specifically focused-on the connection between using Robon during a STEM challenges with second grade students. Robon is a robot so the teacher can use a loop-code to repeat concepts to students who might benefit from repetition. Science topics include a lot of content-specific terms and concepts. Students can develop strong background knowledge about new content that will be covered throughout the unit. In addition, Robon is coded to model think alouds to students throughout STEM challenges. All of these types of activities should help foster metacognitive thinking. However, since this model for teaching was not previously utilized additional research was need to explore this model.

Science Technology Engineering Math (STEM) Challenges involve students using problem-based learning (PBL) [1]. Engineers are problem solvers who design or improve the design of different things in the world [2]. Designing is a process not a product so the word is used a verb not a noun [2]. Engineers use Engineer by Design (EbD) loop that include: (1) define and research a problem (2) brainstorm and explore possible solutions (3) develop a prototype (4) test (5) reflect (6) redesign (7) test [3]. The steps are centered around three main stages of the loop: beginning, middle, and end. The three main stages are connected to define, design, and optimize [4]. The beginning stage involves engineers defining the problem. This stage occurs during step one of the design loop. The middle stage involves designing. Steps two through four are included in the middle stage. The end stage involves optimizing or changing the new idea to address a problem. Steps five through seven occur during the end stage [4].
