**2. Literature review**

STEM challenges are used in the classroom with students to help students have a chance to learn more about real-world problems [3]. A STEM challenge involves the teacher providing a real-world problem, and the teacher provides a question for the students to try to solve. The students work with a team, within specified parameters, to try to develop and test possible solutions [5]. A STEM challenge has theoretical underpinnings within a constructivist or inquiry approach [6]. Further STEM challenges utilize Bybee's 6 E's Instructional Model. The 6 E's include engage, explore, explain, elaborate, evaluate, and engineer [6]. Research studies have supported the use of STEM challenges with young children [5]. Prior to the current research study, social robots were not used in conjunction with STEM challenges.

#### **2.1 Metacognition and STEM education and social robots**

#### *2.1.1 Metacognition and STEM challenges*

Previous research studies have not directly linked STEM education and metacognition. However, STEM challenges have skills that have been linked to

**125**

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

metacognition, Metacognitive thinking starts to occurs when a child is between the ages of 5 and 6 [7]. At this stage students start to think about their own process of thinking [7]. The research study involved students who are 7 and 8 years old. Students in second grade have only had a year or two to start developing metacognitive skills. Young children are naturally curious. As students work through a STEM challenges, children are using the inquiry model. Previous research studies have demonstrated that students show higher levels of metacognitive thinking when they become curious about task because students become more interested in activity seeking information to explain the unknown [8]. Additional research studies have demonstrated that students learn social metacognitive skills when working with

Students demonstrate higher levels of metacognitive thinking when thinkalouds are used by social robots [10]. Students need to be provided with guidance to encourage introspection. Vygotsky believed that students need to be provided with scaffolds or supports to help students understand that they can construct their own knowledge [7]. Additionally, students develop metalinguistic awareness when they

RoboKind® is a company that created a social, codable robot. The robot named

RoboKind® expanded Robots4Autism to Robots4STEM with Jett. Students learn visual programming as they work through different modules focused-on different key coding concepts. Students are able to code a personalized avatar, and students can sync the code with a robot [14]. Students are able to see concrete results of what they are coding. Jett has a sister robot who was released in 2019. Her name is Robon [14]. Robon, the first female Robots4STEM robot, was used as a part of this research study. The robot which was a part of the research study is used by a Girls Who Code Robots Club. In addition to the coding club, Robon is coded to act as a teaching assistant in the classroom. Robon was used in the research study to provide students with an introduction to different STEM topics. Since the idea of using social robots as a teacher assistant in the classroom is a new concept, research does not exist yet. Specially, previous research did not explore parallels between the use of STEM chal-

Some elementary schools have STEM specialists, and some elementary school teachers are responsible for teaching STEM lessons. Further, some schools have adopted STEM programs, and sometimes teachers are designing their own STEM lessons. STEM education at an elementary level can occur within a teacher's existing classroom or some schools have a STEM lab. The current research study involved a school that did not have a separate STEM lab area. Also, the school did not have a

Milo from RoboKind® has various facial expressions to encourage emotional awareness. Milo has a visual communicator on his chest. The pictures help make learning easier for students. Further, the robot can speak in different languages [11]. Originally, the robots were used to help children with Autism. Various teachers who have used Robots4Autism explained that social robots helped increase the engagement level of the students. Further, students develop better communication skills [12]. Social scripts are used with Milo to help increase students' ability

are provided with models and time to reflect on experiences [7].

lenges and social robots to metacognitive skill development.

**2.2 STEM education at an elementary level**

*2.2.1 Various STEM education formats*

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

*2.1.2 Metacognition and social robots*

groups [9].

to converse [13].

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

metacognition, Metacognitive thinking starts to occurs when a child is between the ages of 5 and 6 [7]. At this stage students start to think about their own process of thinking [7]. The research study involved students who are 7 and 8 years old. Students in second grade have only had a year or two to start developing metacognitive skills. Young children are naturally curious. As students work through a STEM challenges, children are using the inquiry model. Previous research studies have demonstrated that students show higher levels of metacognitive thinking when they become curious about task because students become more interested in activity seeking information to explain the unknown [8]. Additional research studies have demonstrated that students learn social metacognitive skills when working with groups [9].

### *2.1.2 Metacognition and social robots*

*Metacognition in Learning*

**2. Literature review**

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

Science Technology Engineering Math (STEM) Challenges involve students using

STEM challenges are used in the classroom with students to help students have a chance to learn more about real-world problems [3]. A STEM challenge involves the teacher providing a real-world problem, and the teacher provides a question for the students to try to solve. The students work with a team, within specified parameters, to try to develop and test possible solutions [5]. A STEM challenge has theoretical underpinnings within a constructivist or inquiry approach [6]. Further STEM challenges utilize Bybee's 6 E's Instructional Model. The 6 E's include engage, explore, explain, elaborate, evaluate, and engineer [6]. Research studies have supported the use of STEM challenges with young children [5]. Prior to the current research study, social robots were not used in conjunction with STEM challenges.

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].

utilized additional research was need to explore this model.

**2.1 Metacognition and STEM education and social robots**

Previous research studies have not directly linked STEM education and metacognition. However, STEM challenges have skills that have been linked to

*2.1.1 Metacognition and STEM challenges*

**124**

Students demonstrate higher levels of metacognitive thinking when thinkalouds are used by social robots [10]. Students need to be provided with guidance to encourage introspection. Vygotsky believed that students need to be provided with scaffolds or supports to help students understand that they can construct their own knowledge [7]. Additionally, students develop metalinguistic awareness when they are provided with models and time to reflect on experiences [7].

RoboKind® is a company that created a social, codable robot. The robot named Milo from RoboKind® has various facial expressions to encourage emotional awareness. Milo has a visual communicator on his chest. The pictures help make learning easier for students. Further, the robot can speak in different languages [11]. Originally, the robots were used to help children with Autism. Various teachers who have used Robots4Autism explained that social robots helped increase the engagement level of the students. Further, students develop better communication skills [12]. Social scripts are used with Milo to help increase students' ability to converse [13].

RoboKind® expanded Robots4Autism to Robots4STEM with Jett. Students learn visual programming as they work through different modules focused-on different key coding concepts. Students are able to code a personalized avatar, and students can sync the code with a robot [14]. Students are able to see concrete results of what they are coding. Jett has a sister robot who was released in 2019. Her name is Robon [14]. Robon, the first female Robots4STEM robot, was used as a part of this research study. The robot which was a part of the research study is used by a Girls Who Code Robots Club. In addition to the coding club, Robon is coded to act as a teaching assistant in the classroom. Robon was used in the research study to provide students with an introduction to different STEM topics. Since the idea of using social robots as a teacher assistant in the classroom is a new concept, research does not exist yet. Specially, previous research did not explore parallels between the use of STEM challenges and social robots to metacognitive skill development.

### **2.2 STEM education at an elementary level**

#### *2.2.1 Various STEM education formats*

Some elementary schools have STEM specialists, and some elementary school teachers are responsible for teaching STEM lessons. Further, some schools have adopted STEM programs, and sometimes teachers are designing their own STEM lessons. STEM education at an elementary level can occur within a teacher's existing classroom or some schools have a STEM lab. The current research study involved a school that did not have a separate STEM lab area. Also, the school did not have a

STEM specialist. At the school of research study, classroom teachers were responsible for the STEM education of the students. The integration of STEM education at an elementary is rather natural because students are with the same teacher for most of the day [15].
