The effect of Augmented Reality supported STEAM activities on children's science learning in preschool: Mixed method

In this study, the effect of Augmented Reality-supported STEAM activities in preschool period on children's science learning was examined. In line with the purpose of the research, the convergent pattern method, one of the basic mixed method designs, was adopted in order to reveal the process from a broader and deeper perspective. In the study, a total of 69 children were included in the group that continued the current curriculum (21), in the group where STEAM activities were applied (25) and in the group where Augmented Reality supported STEAM activities were applied (23). Data was also collected from the teachers and families of the children in the groups where STEAM activities were implemented. The quantitative dimension of the research consists of preschool children's science learning, and the qualitative dimension consists of the observations and opinions of teachers and families regarding the application. In the research, quantitative data were obtained through the Science Learning Assessment Test, and qualitative data were obtained through observation and interview forms. According to the results of the research; Science Learning Assessment Test posttest and permanence test scores differ significantly in favor of the groups to which STEAM activities are applied. The group in which Augmented Reality-supported STEAM activities were applied had the highest scores in the post-test and permanence test. Accordingly, in this research, STEAM activities and Augmented Reality technology were effective in children's science learning in the preschool period, and this effect is permanent. Teacher and family opinions support this result. Teachers and families think that STEAM activities support children's science learning and develop children in a positive way. In addition, according to teacher observation results, Augmented Reality technology attracted children's interest and attention by adding fun to STEAM activities, created a sense of reality, enabled active participation, and supported communication and cooperation. According to teachers' opinions, difficulties encountered in STEAM activities and Augmented Reality application; These are the large class size, lack of materials and teachers' lack of knowledge about the STEAM education approach and Augmented Reality technology. In line with these results, it is recommended to disseminate the STEAM education approach and Augmented Reality technology at all levels of education, starting from pre-school, to increase the competencies of teachers in these subjects and to provide the necessary material support to schools.