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Updated: Jan 20, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Evaluating Large-Scale STEM Outreach Efficacy with a Consistent Theme: Thermodynamics for Elementary School Students.

Joseph F DeWilde1, Esha P Rangnekar1, Jeffrey M Ting1

  • 1Department of Chemical Engineering and Materials Science, Carlson School of Management, and Department of Chemistry, University of Minnesota, Minneapolis, Minnesota 55455, United States.

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Summary

The "Energy and U" chemistry show effectively taught elementary students the first law of thermodynamics, with 89% understanding energy conservation post-show. Long-term retention was observed, even in adults.

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Area of Science:

  • Chemistry Education
  • Thermodynamics Outreach
  • STEM Education

Background:

  • Science outreach programs aim to broaden engagement in science, technology, engineering, and mathematics (STEM).
  • Effective methods for teaching fundamental scientific principles like the first law of thermodynamics to young audiences are continually sought.
  • Existing outreach often focuses on general STEM themes, with specific concept-based teaching requiring tailored approaches.

Purpose of the Study:

  • To assess the efficacy of a chemistry demonstration show, "Energy and U," in teaching the first law of thermodynamics to elementary school students.
  • To evaluate the program's impact on students' understanding of energy conservation and related concepts.
  • To investigate the long-term retention of learned concepts and potential influences of question phrasing.

Main Methods:

  • A biannual chemistry demonstration show, "Energy and U," was implemented.
  • A clicker survey system was used to collect data from over 12,000 elementary students and their adult chaperones.
  • Pre- and post-show surveys assessed understanding of energy creation and conservation, with follow-up surveys for long-term retention.

Main Results:

  • Immediate post-show understanding of energy conservation increased from 14% to 89%.
  • Students who had seen the show previously were twice as likely to answer correctly, indicating long-term retention.
  • A statistically significant difference in responses to "create energy" versus "destroy energy" questions suggests word choice impacts interpretation.

Conclusions:

  • The "Energy and U" show is a highly effective tool for teaching the first law of thermodynamics to elementary students.
  • The program demonstrates significant long-term retention of scientific concepts, extending even to adult participants.
  • Careful consideration of language is crucial when teaching scientific principles, as phrasing can influence comprehension.