An Overall Stem Effect, including Stem Leakage and Stem Scatter, for a TM30013 Farmer-type Chamber

권대철,이재승,구은회,김문집,정재은,동경래,정운관,임인철,유윤식 한국물리학회 2011 THE JOURNAL OF THE KOREAN PHYSICAL SOCIETY Vol.58 No.6

The stem effect is a leakage current generated when the chamber stem is included in the radiation field size. Such an effect can be divided into stem leakage and stem scatter. When a chamber is calibrated in air, the chamber response is likely to be affected by the photons scattered from the chamber stem. These interactions contribute to the apparent measured exposure. We calculated the overall stem effect correction factor that was caused by the metal stem of the ionization chamber. We measured the stem effect of a Farmer-type ionization chamber that had recently been in use for exposure dose measurements. In addition, we calculated and compared the ratios of stem leakage and stem scatter to the overall stem effect. We measured an overall stem effect, including the stem leakage and the scatter of PTW model TM 30013 (vented to air, sensitive volume 0.6 cm^3) Farmer chamber, in the exposure measurement. We measured the dependences of the stem scatter (k_(sem.scatter)) and the stem leakage (k_(sem.leak)) on the length of chamber stem exposure when measuring the exposure dose of high-energy X-rays generated by a linear accelerator (LINAC). Electrons ejected from the metal stem were collected by the central electrode, increased to a maximum and then decreased. Most of the overall stem effect was caused by stem scatter and was determined to within 4% according to the length of the stem exposed in repeated measurements of with various radiation fields.

A Comparative Study on Korean STEAM with United States STEM

류청산(Ryu, Cheong-San) 한국비교교육학회 2015 比較敎育硏究 Vol.25 No.5

미국의 STEM 교육과는 달리 소강 국면에 접어든 한국의 STEAM 교육을 활성화할수 있는 방안을 모색해보기 위해 이 연구는 수행되었으며, 연구 방법으로는 문헌연구법이 이용되었다. 먼저 STEM 교육의 도입 배경, 교육의 정책, 관련 프로그램의 동향 및 운영사례를 분석하였다. 이를 바탕으로 미래사회의 특징과 인재상, 한국의 STEAM 교육의 목적과 방향을 고찰하였다. 한국의 STEAM은 미국의 STEM(Science, Technology, Engineering, Mathematics)에 창의성(Creativity), 소통(Communication), 융합(Convergence), 배려(Caring), 그리고 예술성(Art)을 가미한 4C-STEAM으로 정의되었다. 2030년쯤이면 전체 고용시장의 70%이상이 STEM 관련 직종이 될 것이라는 미래 보고서가 미국에서 발표되었다. 그러므로 미국의 STEM은 2030년대의 인력수급 전망과 이에 대한 대응방안을 마련한다는 분명한 명분아래 추진되었기 때문에 주정부와 교육구청의 적극적인 참여를 끌어낼 수 있었던 것으로 보인다. 초등학교와 중학교에서는 STEM 관련 교과에 대한 흥미와 태도 향상에 중점을 두었으며, 고등학교에서는 STEM관련 대학에 진학할 수 있도록 동기를 부여하는 프로그램의 개발과 적용에 집중하였다. 그리고 대학에서는 STEM 관련 신입생의 선발과 진급, 그리고 졸업률 및 취업률에 중점을 두어 지난 15년 동안 체계적으로 추진하였다. 그러나 우리나라의 융합인재교육 (4C-STEAM)은 다음과 같은 한계점에 부딪히게 되었다. 첫째, 이 정책은 철학적 배경과 필요성이 다소 미흡한 것으로 분석되었고, 4C-STEAM이라는 약어에서 ‘A’의 개념이 다소 모호하였으며, 학제간 융 복합 전략이 체계적이지 못하였고, 학제간 위계가 모호할 뿐만 아니라 연계체제 또한 미흡한 것으로 분석되었다. 따라서 이러한 한계점만 보완한다면 2030년대 고용시장의 안정성을 미리 대비하는 좋은 정책으로 되살아날 수 있을 것으로 보인다. 그러나 무엇보다도 중요한 것은 이와 같은 정책이 적어도 10년 이상 지속될 수 있는 제도적 장치가 필요하다는 점이다 This study was performed to explore for solution to energize Korean STEAM education that is shrunk, literature review and comparative research are used as main research method. First of all, background of the United States STEM, trends of education policy with program, and operation cases of program were reviewed. And based on them, five features of future society and future leadership model, the goals and the direction of Korean STEAM education were also analyzed. Korean STEAM was based on the United States STEM(Science, Technology, Engineering, Mathematics), was enlarged in Art, and then was defined as 4C-STEAM. 4C means creativity, communication, convergence, and caring. The U.S. government predicted the lack of workforce on the STEM related area in 2030. According to report, the workforce demand of these fields will form about 70% of all jobs in 2030. In contrast, STEM related programs showed declining enrollment and major selection rate. As a result, a workforce imbalance of STEM related fields rose at the top agenda of the United States government. And STEM has been operated systematically, but Korean STEAM reached the limitations on the following. First, the policy of Korean STEAM is that philosophical background with a strong necessity is somewhat insufficient. Second, the concept on the alphabet ‘A’ of STEAM is not clear. Third, convergence strategy need to be systemized and segmentalized. Last, hierarchy structure among sciences need to be more clarified. Most important of all is to provide an institutional strategy that can be continued more than 10 years.

Correlation analysis of cancer stem cell marker CD133 and human endogenous retrovirus (HERV)-K env in SKOV3 ovarian cancer cells

Kim Do-Ye,Kim Heungyeol,Ko Eun-Ji,Koh Suk Bong,Kim Hongbae,Lee Ji Young,Lee Chul Min,Eo Wan Kyu,Kim Ki Hyung,Cha Hee-Jae 한국유전학회 2024 Genes & Genomics Vol.46 No.4

Background Human endogenous retrovirus (HERV)-K is a type of retrovirus that is present in the human genome, and its expression is usually silenced in healthy tissues. The precise mechanism by which HERV-K env influences cancer stemness is not fully understood, but it has been suggested that HERV-K env may activate various signaling pathways that promote stemness traits in cancer cells. Objective To establish the connection between HERV-K env expression and cancer stemness in ovarian cancer cells, we carried out correlation analyses between HERV-K env and the cancer stem cell (CSC) marker known as the cluster of differentiation 133 (CD133) gene in SKOV3 ovarian cancer cells. Method To perform correlation analysis between HERV-K env and CSCs, ovarian cancer cells were cultured in a medium designed for cancer stem cell induction. The expression of HERV-K env and CD133 genes was verified using quantitative real-time polymerase chain reaction (RT-qPCR) and Western blot analyses. Additionally, the expression of stemness-related markers, such as OCT-4 and Nanog, was also confirmed using RT-qPCR. Results In the stem cell induction medium, the number of tumorsphere-type SKOV3 cells increased, and the expression of CD133 and HERV-K env genes was up-regulated. Additionally, other stemness-related markers like OCT-4 and Nanog also exhibited increased expression when cultured in the cancer stem cell induction medium. However, when HERV-K env knockout (KO) SKOV3 cells were cultured in the same cancer stem cell induction medium, there was a significant decrease in the number of tumorsphere-type cells compared to mock SKOV3 cells subjected to the same conditions. Furthermore, the expression of CD133, Nanog, and OCT-4 did not show a significant increase in HERV-K env KO SKOV3 cells compared to mock SKOV3 cells cultured in the same cancer stem cell induction medium. Conclusion These findings indicate that the expression of HERV-K env increased in SKOV3 cells when cultured in cancer stem cell induction media, and cancer stem cell induction was inhibited by KO of HERV-K env in SKOV3 cells. These results suggest a strong association between HERV-K env and stemness in SKOV3 ovarian cancer cells. Background Human endogenous retrovirus (HERV)-K is a type of retrovirus that is present in the human genome, and its expression is usually silenced in healthy tissues. The precise mechanism by which HERV-K env influences cancer stemness is not fully understood, but it has been suggested that HERV-K env may activate various signaling pathways that promote stemness traits in cancer cells. Objective To establish the connection between HERV-K env expression and cancer stemness in ovarian cancer cells, we carried out correlation analyses between HERV-K env and the cancer stem cell (CSC) marker known as the cluster of differentiation 133 (CD133) gene in SKOV3 ovarian cancer cells. Method To perform correlation analysis between HERV-K env and CSCs, ovarian cancer cells were cultured in a medium designed for cancer stem cell induction. The expression of HERV-K env and CD133 genes was verified using quantitative real-time polymerase chain reaction (RT-qPCR) and Western blot analyses. Additionally, the expression of stemness-related markers, such as OCT-4 and Nanog, was also confirmed using RT-qPCR. Results In the stem cell induction medium, the number of tumorsphere-type SKOV3 cells increased, and the expression of CD133 and HERV-K env genes was up-regulated. Additionally, other stemness-related markers like OCT-4 and Nanog also exhibited increased expression when cultured in the cancer stem cell induction medium. However, when HERV-K env knockout (KO) SKOV3 cells were cultured in the same cancer stem cell induction medium, there was a significant decrease in the number of tumorsphere-type cells compared to mock SKOV3 cells subjected to the same conditions. Furthermore, the expression of CD133, Nanog, and OCT-4 did not show a significant increase in HERV-K env KO SKOV3 cells compared to mock SKOV3 cells cultured in the same cancer stem cell induction medium. Conclusion These findings indicate that the expression of HERV-K env increased in SKOV3 cells when cultured in cancer stem cell induction media, and cancer stem cell induction was inhibited by KO of HERV-K env in SKOV3 cells. These results suggest a strong association between HERV-K env and stemness in SKOV3 ovarian cancer cells.

STEM 기반 발명영재교육 프로그램 개발과 적용 효과

최유현,문대영,강경균,이진우,이주호 한국기술교육학회 2008 한국기술교육학회지 Vol.8 No.2

The purposes of this research were to development and verify the effect of educational program base on STEM for the inventively gifted. To accomplish these purposes literature review on development of the program and qualitative study were conducted. The mixed-model design was applied for this qualitative experimental study. The conclusions of this study were as follows. First, the program for invention gifted education based on the conceptual model of STEM integration approach was developed. Second, a learning satisfaction about learning contents and activities on the program was highly. But a difficulty and constitution of the workbook was lowly. Third, principal of STEM was the best interest and difficult of the program based on STEM. Fourth, the creativity and problem solving ability was founded in the process of various material selections and making a water purifier. In spite of difficulty about principal of a water purifier, confidence & satisfaction were founded about a result product. 이 연구는 STEM 기반 발명영재교육 프로그램을 개발하고, 그 적용 효과를 알아보기 위하여 수행되었다. 연구의 목적을 달성하기 위하여 문헌고찰을 통해 프로그램을 개발하였고, 프로그램 적용 효과를 알아보기 위해 설문지, 사진 및 작품자료 등을 통한 질적 실험연구를 하였다. 연구의 설계는 Likert 척에 의한 양적자료 수집과 개방형 질문을 함께 포함하여 질적 자료를 수집하여 혼합모형설계(mixed-model design)를 하였다. 연구 결과는 다음과 같다. 첫째, STEM의 통합접근 모형과 Renzulli의 심화학습 3단계를 바탕으로 하여 STEM 기반 발명영재 프로그램을 개발하였다. 둘째, STEM 기반 발명영재프로그램에 대해 학습 내용과 학습 활동에 대한 만족도가 높았으나, 학생용 교재의 난이도와 구성에 대한 만족도는 낮았다. 셋째, STEM기반 발명영재프로그램 학습내용 중 흥미로웠던 부분과 어려웠던 부분에 대해 모두 ‘STEM의 원리’라고 응답하였다. 넷째, STEM 기반 발명영재 프로그램의 수업에 대해 질적 증거 자료를 수집하여 분석한 결과, 학생들이 다양한 재료의 선택과 만들기의 절차상에서 창의력 및 문제해결능력이 증진된 것으로 확인 되었으며, 정수기의 원리가 어려움에도 불구하고, 자신이 만든 정수기에 대해 자신감과 함께 만족감을 나타내는 것을 확인 할 수 있었다.

Diurnal and Seasonal Changes of Stem Respiration in Black Locust (Robinia pseudoacacia)

Kim, Myung Hyun,Nakane, Kaneyuki,Lee, Jeong Taek,Bang, Hae Son,Na, Young Eun Korean Society of Forest Science 2006 한국산림과학회지 Vol.95 No.2

Stem respiration rate ($R_{stem}$) was examined using an open flow system on black locust (Robinia pseudoacacia L.). $R_{stem}$ exponentially increased with increasing air and stem temperature during measurement period and was most closely correlated with stem temperature. It was more closely correlated with stem temperature observed 0.5-2.0 hrs earlier than with current stem temperature, that is, there was time lag between the increase of stem temperature and the efflux of $CO_2$ from stem. $R_{stem}$ gradually increased from spring to summer, and then decreased during autumn. $R_{stem}$ ranged from 0.13 to $4.44{\mu}mol$ $CO_2m^{-2}s^{-1}$. $Q_{10}$ decreased with increasing stem temperature, and varied along position (or diameter) within trees during the same period, especially during the growing season. On the other hand, time lag was shortened with increasing temperature.

특성화 고등학교 ‘기계일반’ 과목의 내용 영역 요소 ‘기계 설계 및 제작 과정’ STEM 기반 수업 설계

이상봉,권진호 한국기술교육학회 2022 한국기술교육학회지 Vol.22 No.3

The study restructured and applied Tyler's 4 steps to the design of STEM-based instruction in the "Mechanical Design and Fabrication Process," a content-area element, and the detailed procedures for each step were developed as follows: First, at the stage of setting educational goals, the goals of the 'Mechanical Design and Fabricating Process' STEM-based instruction that meets the achievement criteria of the 2015 machine specialized curriculum are stated. Second, in the selection stage of the learning experience, the learning experience is selected by setting the criteria for selecting the learning experience of the 'machine design and production process' STEM-based instruction. Third, at the organizational stage of the learning experience, the theme organization, web diagram creation, strategy, and method selection of the 'Mechanical Design and Fabricating Process' STEM-based instruction were made. Fourth, in the evaluation stage of learning outcomes, a general assessment technique and instrument were selected to assessment the overall process of students achieving instructional objectives in STEM-based instruction. All stages are reviewed, modified, and supplemented through experts. As a result of the study, STEM-based Instruction consist of 7 hours of STEM-based instructional for understanding 'Mechanical Design and Fabricating Process' and 4 hours of STEM-based instructional for understanding 'machine factory organization and process' to achieve the achievement criteria of the machine-specialized curriculum. 이 연구의 목적은 특성화 고등학교‘기계일반’과목의 내용 영역 요소‘기계설계 및 제작 과정’의 STEM 기반 수업을 설계하는 데 있다. 이 연구는 내용 영역 요소인‘기계 설계 및 제작 과정’의 STEM 기반 수업을설계하는데 타일러의 수업 설계 4단계를 재구성하여 적용하였으며, 각 단계별세부절차는 다음과 같이 개발하였다. 첫째, 교육 목표의 설정 단계에서는 2015 기계 전문 교과 교육과정의 성취기준에 부합한 ‘기계 설계 및 제작 과정’ STEM 기반 수업의 목표를 진술하였다. 둘째, 학습경험의 선정 단계에서는‘기계 설계 및 제작 과정’STEM 기반 수업의 학습경험 선정 기준을 설정하여 학습경험을 선정하였다. 셋째, 학습 경험의 조직 단계에서는 ‘기계 설계 및 제작 과정’STEM 기반 수업의 주제 조직, Web diagram 작성, 전략 및 방법 선정이 이루어졌다. 넷째, 학습 성과의 평가 단계에서는 STEM 기반의 수업에서 학생들이 수업목표를 달성하는 전반적인 과정을 총평하는 총평기법을 선정하였다. 모든 단계는 전문가를 통해 검토하며 수정·보완이 이루어졌다. 연구 결과 ‘기계 설계 및 제작 과정’의 성취기준을 달성하기 위한 STEM 기반 수업은 ‘기계 설계와 제작 과정의 이해’를 위한 STEM 기반 수업 7차시, ‘기계 공장의 조직과 공정의 이해’를 위한 STEM 기반 수업 4차시의 총 11차시의 수업으로 이루어진다.

국제 STEM 교육 연구에서의 이슈: 메타 종합적 접근

권혁수,박병열 경북대학교 과학교육연구소 2021 科學敎育硏究誌 Vol.45 No.1

이 연구의 목적은 국제 STEM 교육 분야의 연구 결과를 종합하여 국제 STEM 교육의 주요 이슈를 파악하는 데 있다. 이 연구의 분석 대상 자료는 선정 기준과 전문가 그룹의 검토를 통해 다양한 STEM 교육의 이슈를 반영하고 있는 메타분석 또는 체계적 문헌연구의 결과이다. 총 23개의 연구를 대상으로 질적 메타 분석을 하여 다음과 같은 STEM 교육의 이슈를 선정하였다. 첫째, STEM 교육은 국제적인 교육 동향으로 미국, 캐나다, 호주, 한국, 터키 등 많은 국가에서 연구되고 있다. 둘째, STEM 교육은 학생들의 인지적, 정의적, 심동적, 그리고 진로 영역의 향상에 긍정적으로 기여하고 있다. 셋째, STEM 교육은 다양한 수업 도구와 기술의 사용과 함께 연구되어 왔다. 또한, STEM 교육에 대한 교사의 전문성 신장이 성공적인 STEM 교육의 실현의 주요 요인들 중 하나이다. 그 외에 STEM 교육의 성공적인 실천을 위해 다양성, 평등, 타당하고 신뢰로운 연구 설계 등의 이슈에 대해 논의하였다. 또한 이 연구는 우리나라 융합교육의 방향과 실천 전략을 위한 함의점을 제공할 수 있으며 향후 연구에 대한 제언을 줄 수 있다. The purpose of this study is to identify the main issues of international STEM education by synthesizing the findings in the field of global STEM education. The data in this study are the results of meta-analysis or systematic literature studies that reflect key issues of STEM education through the review of selection criteria and groups of experts. The following issues of STEM education were selected by conducting a qualitative meta-analysis of a total of 23 studies. First, STEM education is a global educational trend and has been studied in many countries such as the United States, Canada, Australia, Republic of Korea, and Turkey. Second, STEM education contributes positively to the improvement of students’ cognitive, affective, psychomotor, and career domains. Third, STEM education has been studied with the use of various instructional tools and technologies. Furthermore, the growth of teachers’ expertise in STEM education is one of the main factors for the implementation of successful STEM education. In addition, issues such as diversity, equity, and valid and reliable research design were discussed for the successful practice of STEM education. This study provides implications for the direction of convergence education and practical strategies in South Korea and gives suggestions for future research.

신어에 나타나는 어간의 유리성에 대하여

이선영 ( Lee Seonyeong ) 한국텍스트언어학회 2016 텍스트언어학 Vol.41 No.-

Stems which are bound morphemes cannot be used without ending. We can find the examples that stems were used without endings in the `Gyerimyusa` written in the 12th century, but in the Korean materials written since then up to the modern times we can`t discover the example that stem was used independently. By the way since 2000, the examples that stems divorced from endings were used in the recent broadcastings and journal articles appeared considerably. In this paper I checked such examples and tried to establish the cause of the phenomena. As a result I made a conclusion that the phenomena such as `bureop(부럽), deoreop(더럽), eonjjanh(언짢),` that a stem of a simplex was used apart from ending happened because of clarity of stem and development of wordplay. And I thought `ppaebak(빼박), deudbo(듣보)` are the examples that stems are separate in abbreviation, `meoktwi(먹튀), kkojip(꼬집), meokyojeong(먹요정)` are the cases that stems are separate in the formation of stem-compound, `meokstagraem(먹스타그램)` is the example that stem is separate in the formation of blend. The phenomena that a stem of a simplex was used independently or the exmples that stems are separate in abbreviation didn`t exist in the Korean before 2000. I hope that many studies on the charateristics of stem will be made on the basis of the materials in this paper.

장애학생을 위한 STEM중심 진로교육요소와 접근성 향상 전략 탐색

장정윤,이영선 이화여자대학교 특수교육연구소 2014 특수교육 Vol.13 No.1

The purpose of this study is exploring activities and strategies for effective STEM-focused career education for students with disabilities. In this study, we reviewed studies on STEM education as career and/or technical education for students first, and explore studies on STEM educations which students with disabilities participates for the second analysis. Results from the first analysis suggests that activities for successful STEM-focused career education program include 1) hands-on activities, 2) mentoring, 3) meeting with professionals in STEM fields, 4) technology use, and 5) workplace trip. The second analysis concludes that there are several effective strategies, while implementing STEM education students with disabilities as follow: 1) using content enhancement strategies, 2) applying universal design for learning (UDL), 3) fostering self-determination, 4) utilizing technology, and 5) providing collaborative supports. From the results of analyses, implications and discussions for designing and delivering STEM-focused career education programs for students with disabilities are provided. 본 연구는 장애학생을 위한 STEM중심 진로교육프로그램 요소와 전략에 대한 탐색을 위해 분석의 범주를 2가지로 나누어 초․중․고등학생을 대상으로 실시한 진로요소를 포함한 STEM교육프로그램(분석1)과 장애학생을 대상으로 한 STEM교육 프로그램의 요소(분석2)를 분석하고자 한다. 이를 위해 분석1에서는 11편의 국외문헌들을 대상으로 1)저자, 2)연구 참여자, 3)프로그램 유형, 4)프로그램 내용 및 평가, 5)해당 STEM영역, 6)진로교육요소를 분석틀로 하여 분석하였다. 분석2에서는 10편의 국외문헌들을 대상으로 1)저자, 2)연구대상, 3)연구 유형, 4)연구내용, 5)교수방법 및 지원방법을 분석틀로 활용하여 분석하였다. 분석1의 결과 STEM교육에서 활용되는 효과적인 진로교육요소는 체험활동, 멘토링, 전문가와의 만남, 테크놀로지 활용, 직업현장방문으로 나타났다. 분석2의 결과 장애학생을 위한 지원 전략은 내용향상 전략, UDL, 자기결정, 테크놀로지 활용, 협력적 지원으로 나타났다. 이러한 분석1과 분석2의 결과를 바탕으로 장애학생을 위한 효과적인 STEM중심 진로교육프로그램의 전략과 요소가 제안되었고, 효과적인 프로그램의 개발 및 활용과 관련한 논의가 이루어졌다.

STEM중심 진로교육프로그램이 장애청소년의 STEM영역 지식 및 선호, 진로태도와 학업적 자기효능감에 미치는 효과

장정윤,이영선 한국특수교육학회 2015 특수교육학연구 Vol.49 No.4

In this study developed and implemented a STEM-focused career education program for youth with disabilities for equity of opportunity to provide them with STEM-related career information. The participants in this study were students in special classes of middle and high schools in Seoul, Gyeonggi and Incheon, and took part 12 members of an experimental group and 12 members of a control group. This study used pre- and post-tests to verify the effect of the STEM-focused career education program and analyzed the differences of the averages in knowledge and interests in STEM areas, career attitude and academic self-esteem between the experimental group and the control group with an independent sample t-test. SETM-focused career education that consist of 12 session was to increase accessibility for students with disabilities to apply to the principle of UDL and SDLMI for individual approach. The result of study, knowledge and interests in STEM areas, academic self-esteem in experimental group were statistically significant, and career attitude was not statistically significant. The STEM-focused career education program in this study provided a chance youth with disabilities to be given and explore the STEM field and jobs on the dimension of equal opportunity. 본 연구는 STEM(Science, Technology, Engineering, Mathematics)영역의 교육 또는 진로정보와 관련한 기회가 충분히 주어지지 않는 장애청소년들을 위해 접근성을 향상시킨 STEM중심 진로교육프로그램을 개발하고 장애청소년의 STEM관련 지식 및 선호, 진로태도와 학업적 자기효능감에 미치는 효과를 살펴보았다. 24명의 중·고등학생 장애청소년이 연구에 참여하였으며, 사전사후 통제집단 설계를 통해 각 종속변인들의 사전사후의 변화를 살펴봄으로써, 프로그램의 효과를 검증하였다. STEM중심 진로교육 프로그램은 STEM분야에 대한 진로 탐색을 목표로 총 12회기로 구성되었으며, UDL(Universal Design forlearning)기반으로 설계 및 실행되었고, 개별적인 접근을 위해 SDLMI(The Self-Determined Learning Model of Instruction)를 함께 실행하였다. 연구 결과, 실험집단의 STEM영역 지식 및 선호, 학업적 자기효능감은 통제집단과 비교하였을 때 유의미하게 향상되었고, 진로태도는 통계적으로 유의미한 변화는 나타나지 않았다. 본 연구의 STEM중심 진로교육프로그램은 장애청소년들에게 기회균등의 차원에서 STEM영역과 직업에 대한 정보를 탐색할 수 있는 기회를 제공하였으며, 장애청소년뿐만 아니라 모든 학생을 위해 설계되어 STEM분야에 관심이 없던 학생들에게 흥미와 관심을 높여줄 수 있는 프로그램으로 활용될수 있을 것이다.