Abstract:

The purpose of this research is to examine the effects of Augmented Reality (AR) practices on the attitudes of fourth grade primary school students towards augmented reality practices and their motivation for learning science. In the study, explanatory sequential model was used for mixed method designs in which qualitative and quantitative designs were used together. Research was conducted in primary school with 4th grade students (24 students) in a state school in the 2017-2018 academic year. Lessons were processed using AR cards during the course of three weeks. The "Attitude Scale of Augmented Reality Applications" (ASARA) developed by  Küçük, Yılmaz, Baydaş and Göktaş (2014), the "Motivation Scale for Science Learning" (MSSL) developed by  Dede and Yaman (2008) and the interview form consisting of four open ended questions developed by the researcher were used to get students' opinions about AR applications. As a result of the research, it was concluded that the AR  applications made a meaningful difference on the students' attitudes towards AR  applications and their motivation towards learning science. When the answers given to the open-ended questions of the students are examined, it is determined that the course is fun with the AR applications in the class, it increases the relevance for  the lesson, improves the learning,  students want  to use AR applications especially in Science course and also in Mathematics, Turkish and Social Studies courses.

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