An Implementation of Augmented Reality in Guided Inquiry-Based Learning for Enhancing Primary Students' Mental Models in Science
DOI:
https://doi.org/10.58459/icce.2024.4916Abstract
Augmented reality (AR) is increasingly recognized as an essential tool in science education by providing interactive and immersive experiences that make complex concepts more concrete and tangible. This is particularly important for primary students, who must establish precise mental models in order to understand science concepts including the states of matter. To accomplish meaningful learning, this is essential to understand both the macroscopic properties and the microscopic structures. Consequently, this study examines the effect of AR in guided inquiry-based learning on the conceptual understanding and mental models of primary school students who are studying the states of matter. The study was conducted with 46 fourth-grade students, utilizing AR to facilitate interactive learning in science classroom settings. A paired samples t-test was performed to analyze students' conceptual understanding. In addition, mental models of states of matter were analyzed by inter-rater reliability techniques. The findings suggested that when effectively integrated AR into inquiry-based learning frameworks, this learning can play a crucial role in enhancing students' conceptual understanding and their mental models, bridging the gap between observable and molecular level in the state of matter concept. Lastly, this study provided suggestions for future research and implementation of AR in guided inquiry-based learning science education.