**Figure 1.**

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

**131**

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

were used to help students see real-world examples. Further, students were provided with read alouds about the topic. Robon from RoboKind® was coded to give an introduction, and provide the students with background knowledge. Previous research studies have demonstrated that students learn the most when they are curious about the content area of focus [8]. When students are curious then they are able to learn more about something news. Further, when students show neuroplasticity-ability to make synaptic connections in the brain due to an enhanced learning opportunity—then students' ability to learn increases [8]. Students learn best when

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

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

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

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

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

concepts are linked to real-world examples [11].

about how they are using and applying new words.

*7.1.2 Metalinguistic*

**7.2 Middle-design**

socialize.

future [25].

*7.2.1 Social metacognition*

*7.2.2 Concrete to abstract thinking*

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

were used to help students see real-world examples. Further, students were provided with read alouds about the topic. Robon from RoboKind® was coded to give an introduction, and provide the students with background knowledge. Previous research studies have demonstrated that students learn the most when they are curious about the content area of focus [8]. When students are curious then they are able to learn more about something news. Further, when students show neuroplasticity-ability to make synaptic connections in the brain due to an enhanced learning opportunity—then students' ability to learn increases [8]. Students learn best when concepts are linked to real-world examples [11].
