An augmented reality-driven design for effective learning of the solar system and beyond subject

It is necessary to make abstract concepts more concrete in the science course and to use the concretization-based learning tools in order for the students to understand the subjects meaningfully. This research aims to determine whether augmented reality (AR) technology integrated inquiry–based learning supported by 3D books can be used in the upper elementary school science curriculum. The research is essential in terms of revealing how such course work affects students' interest in the course. This study was conducted using a case study, which is one of the qualitative research methods. There are 34 students in the 7th grade level of a upper elementary school in Afyonkarahisar. In this study, the Solar System and Beyond unit was chosen. Space 4D + Flash Cards AR technology applications, were used within the scope of the unit. The inquiry-based course design was prepared using the Predict-Observe-Explain (POE) technic. Semi-structured interview forms both for teachers and students and classroom observation forms were used as data collection tools. The data collected during this process were analyzed qualitatively. The ideas were grouped as positive, negative and neutral for the instruction pack. As a result of the research, it was seen that AR technologies contribute to the student's positive attitudes and enthusiasm for the course when appropriate teaching methods are combined.