Abstract
The aim of this case study is to examine students' ability to understand energy conversion through the construction of the Stirling engine. Our study consisted of eleven lessons in the science curriculum. First, the students studied the basic concept of energy. Then, they constructed cars equipped with the Stirling engine using the concept of energy. They, then checked their cars' performances. The cars' performance continued to improve, running for longer and longer periods of time. The findings of this case study are as follows : Firstly, the students discussed how to make better cars, equipped with the Stirling engine, and then how to convert energy efficiently. Students in certain groups concentrated on how to decrease the friction, while the students of another group constructed a car equipped with a high-powered engine. In yet another group, the students made an engine equipped with a cooling unit to improve efficiency. Most of the students studied harder and worked more cooperatively, hoping to experiment on the Stirling engine again in the future. Therefore, we think that this teaching method suggests some possibilities for improving learners' understanding, their interest, and their motivation concerning energy conversion.
