*2.3.1 Thinking time in the classroom*

The most successful innovators find a balance between things they are doing with time to think and reflect [19]. In an era filled with technology and distractions, students are provided with a limited amount of time to stop, think, and reflect. Brain research has consistently demonstrated that students need enriched opportunities with time to reflect to help increase synaptic connections [7]. Neuroplasticity is the idea that the brain can improve for the better or for the worse. When students are overloaded with information without time to reflect then students are not able to find patterns within their own thinking [7]. Young students are processing a lot of information. The process of assimilating and accommodating information requires time for students to think [7]. The need for think time seems intuitive because every living being requires time. For example, if a Jade Plant is transplanted then it needs several weeks before it can be watered. The Jade Plant needed time to adjust to a new situation. In the classroom students are the same as Jade Plants and other living beings, they need time to reflect to foster metacognitive thinking skills.

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

FlipGrid® is an online video discussion. A grid is a class or group of students. The teacher posts topics for the students to respond to with a video response. The students are able to view and respond to the video posts of their peers [20]. Students benefit from going into a privacy pod to think and record individual reflections. The research study involved the use of FlipGrid®. Students shared their reflections in privacy pods. The video responses were transcribed in FlipGrid®, and the

Students need opportunities to hear their voice and the voices of their classmates. Learning occurs when students have the opportunities to express their ideas and opinions [21]. When students have opportunities to be heard in the classroom then students benefit from trying-out new thoughts and ideas [22]. Students develop metalinguistic awareness, or a better understanding of how they develop new words, when they have the chance to practice and try out new words [7].

A qualitative, explanatory research study was used to explore one central research question. Research question 1: What, if any, themes will emerge when exploring the responses of second grade students after complete two STEM

A second-grade class of 25 students completed two different STEM challenges

The students were provided with a STEM challenge to create a drawbridge that would be strong enough to hold at least 21 plastic elephants. At the beginning of the challenge, the students were introduced to the vocabulary using Virtual Reality (VR) exploration of different real-world bridges. As the students progressed through Nearpod® VR the teacher and social robot, Robon from RoboKind®, provided a guided a think aloud and helped develop content-specific vocabulary. The students used Creation Crate® TechCard® Bridge Kits. Creation Crate® TechCard® are recycled materials that used by young students to create and design different things. Further, the teacher read aloud *Twenty-One Elephants and Still Standing* by April Jones Prince. The students were able to spend up to 5 minutes reflecting using

Another STEM challenge involved building a working crane. The students were able to learn about cranes by exploring VR on Nearpod®. Robon from RoboKind®, was coded and used throughout the challenge to provide a think aloud to support the challenge. The students were provided with Creation Crate® TechCard® Crane Kit. The kit involves the use of air pistons to move the crane. The students added the Crane to SAM Labs® Kit. SAM Labs® include wireless Bluetooth blocks that connect to the app. The students were able to use the blocks to add lights, movement, and sound to the crane.

that involved the use of a social robot. At the conclusion of the challenge the students reflected upon their experiences using FlipGrid®—a video discussion platform. The students were able to hold their physical projects that they constructed as they recorded their reflections. The responses of the students were transcribed, coded, and categorized to explore possible themes to describe students" thinking

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

*2.3.2 The power of student voice*

transcriptions were exported.

**3. Research question**

**4. Research design**

throughout STEM challenges.

a video recording.

challenges?

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

#### *2.3.2 The power of student voice*

*Metacognition in Learning*

*2.2.2 Various materials*

materials and versatile building materials.

would move, light-up, and make a noise.

*2.3.1 Thinking time in the classroom*

foster metacognitive thinking skills.

**2.3 Time for reflections**

of the day [15].

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

Teachers often find it challenging to obtain materials to use during a STEM challenge [16]. Recycled or free materials are a great option for STEM challenges. For example, teachers can use things like paper towel rolls, newspapers, cardboard boxes, and egg cartons. Additionally, teachers can purchase items that are versatile, and teachers can provide students with building materials that can be used in combination with other materials. Two examples of versatile materials include Creation Crate® TechCard® and SAM Labs®. The research study involved the use of recycled

Creation Crate® TechCard® are building materials designed for schools. The company provides kits that teachers can use with students to demonstrate different science concepts. Additionally, teachers can provide the students with materials to use to build freely. The materials are easy for students to use because the card contains punched holes that fit dowel rods. Further, the card sets are scored so students can fold it easily. The card kits are made from 100% recycled materials as well [17]. Young children benefit from using hands-on materials to understand abstract concepts [7]. The crane and drawbridge kits were used during the current research study. The students were encouraged expand or extend the original kit design.

SAM Labs® are wireless Bluetooth blocks that move, light-up, and make noises. The blocks pair with the coding app called SAM Blockly®. Students learn to code. The company provides lesson plans that teachers can use with students to teach coding skills [18]. Young learners need opportunities to see connections between concrete and abstract ideas [7]. Further, teachers can use the materials in other ways too. For example, during the current research study the SAM Labs® blocks were used in combination with the Creation Crate® TechCard® crane kit so the crane

The most successful innovators find a balance between things they are doing with time to think and reflect [19]. In an era filled with technology and distractions, students are provided with a limited amount of time to stop, think, and reflect. Brain research has consistently demonstrated that students need enriched opportunities with time to reflect to help increase synaptic connections [7]. Neuroplasticity is the idea that the brain can improve for the better or for the worse. When students are overloaded with information without time to reflect then students are not able to find patterns within their own thinking [7]. Young students are processing a lot of information. The process of assimilating and accommodating information requires time for students to think [7]. The need for think time seems intuitive because every living being requires time. For example, if a Jade Plant is transplanted then it needs several weeks before it can be watered. The Jade Plant needed time to adjust to a new situation. In the classroom students are the same as Jade Plants and other living beings, they need time to reflect to

**126**

FlipGrid® is an online video discussion. A grid is a class or group of students. The teacher posts topics for the students to respond to with a video response. The students are able to view and respond to the video posts of their peers [20]. Students benefit from going into a privacy pod to think and record individual reflections. The research study involved the use of FlipGrid®. Students shared their reflections in privacy pods. The video responses were transcribed in FlipGrid®, and the transcriptions were exported.

Students need opportunities to hear their voice and the voices of their classmates. Learning occurs when students have the opportunities to express their ideas and opinions [21]. When students have opportunities to be heard in the classroom then students benefit from trying-out new thoughts and ideas [22]. Students develop metalinguistic awareness, or a better understanding of how they develop new words, when they have the chance to practice and try out new words [7].
