The impact of science teaching made with mobile augmented reality technology on science and technology attitudes and academic achievement of secondary school students

In this study, the effects of science education using mobile augmented reality (MAR) application on students' attitudes towards science and technology and their academic achievement were determined, opinions of students about MAR technology were determined and two socioeconomic levels were compared in terms of academic achievement and attitude variables. In this research, which is based on the mixed method, a parallel pattern is used which approximates the mixed method designs. A total of 143 (23 experimental - 1 group, 23 control - 1 group, 48 experiment - 2 groups, 76 girls and 67 boys) were enrolled in Elazığ province in Elazığ during the academic year of 2017-2018, 49 control-2 groups) were carried out with the student and each school was conducted with 2 experiments and 2 control groups, one experiment and one control group. The study was carried out for a total of 8 weeks, including the 6th grade science class curriculum, the system part of our bodies. Throughout the process, Anatomy 4D application, MAR application, was used in the experimental group of our bodies to support the support and movement system, respiratory system, circulatory system. While MAR application is being used, imagery is reflected on students' tablets and smart board by using worksheets developed with augmented reality (AR) technology. Quantitative data of work; the systems were collected through the Achievement Test, Science and Technology Attitude Scale. Qualitative data of the study is; a semi-structured interview form applied to the students in the experimental groups, and diaries held by the students in the experimental groups throughout the process. The SPSS 22 package program was used to analyze the quantitative data obtained during the study period. ANCOVA analysis was used to test the developed hypotheses statistically from variables that were linked to the dependent variable in the study, and unrelated samples were t-tested to test whether the difference between the two non-related sample averages was meaningful. Descriptive analysis was used both in the analysis of the data obtained through the semi-structured interview form applied to the students in the experimental groups and in the analysis of the data obtained by the students in the experimental groups through the diaries maintained throughout the process. According to the results of ANCOVA, it was observed that the MAR application used in the processing of the lessons was effective in improving the academic achievement levels of the students in the experimental groups compared to the students in the control groups, but not in attitudes towards science and technology. Unrelated samples t-test results showed that the socio-economic situation played an active role on the academic achievement of students but did not play an effective role on science and technology attitudes. Analyzing the qualitative data of the study, it has been determined that the students have newly learned the concepts of AR and MAR, encountered various problems during the study and found a way to overcome the problems they encountered in the course of their creativity over time. They point out that the use of MAR practice has several advantages in facilitating learning, facilitating learning, providing clear and detailed learning, embodying abstract concepts, and making observations in the course of the course.