Mobile augmented reality applications in teaching the lives of Turkish-Islamic scholars with 6th grade students

History of science education, which is too complex to be used directly in classes, can be transferred in the classroom by establishing a bridge between science subject areas and using appropriate Mobile Augmented Reality (MAR) applications. The aim of this study is to teach the lives of Turkish-Islamic scholars with 6th grade students using MAR applications and to examine the effect of this method on the knowledge level of the students. In addition, it is also aimed to evaluate the students' awareness of the use of technology in classes and their views on the application. In the study, a convergent parallel design, which is one of the mixed method designs, was used. Both quantitative and qualitative data were collected and analyzed simultaneously. Quantitative data were analyzed with SPSS 22 master analysis software. The study group of the research consists of a total of 40 students, 20 girls and 20 boys, studying in the 6th grade at a public school in Ergani district of Diyarbakır province in the 2023-2024 academic year. The study was conducted with a total of two student groups from two different branches. One of the groups was determined as the experiment group and the other as the control group. The application process lasted eight weeks. In the experiment group, the lives and scientific contributions of Turkish-Islamic scholars were processed through the TISAR-3D MAR application. In the control group, the same content was presented with reading texts, one of the traditional methods. As data collection tools; "Turkish-Islamic Scholars Knowledge Test" and "Awareness Scale for the Use of Technology in Classes" were used in the quantitative part, and semi-structured interview forms were used in the qualitative part. According to the research results, a significant increase was found in the knowledge levels of the students in the experiment group compared to the control group. However, no significant difference was found between the awareness levels of both groups regarding the use of technology. According to student opinions, MAR applications were found to be more entertaining and attention-grabbing than reading texts. Considering that MAR applications support students' cognitive gains and increase their interest in the course, it is recommended that they be used more widely in teaching abstract and difficult-to-perceive content such as history of science. Key Words: Turkish-Islamic Scholars, Mobile Augmented Reality, History of Science, Science Education