SUMMARY
The purpose of this study was to analyse the students' views and the effects of using Augmented Reality (AR) in learning Science. Given that Science education emphasizes the understanding of the physical and the natural world, the science lesson is basically received through systematic observation and experimentation. The introduction of abstract concepts in the science lesson is implemented gradually by scaffolding the concrete understanding during primary schooling. The potential use of AR, as a teaching tool in facilitating the process of understanding concrete facts, could be beneficial in science education. The introductory topic, "Senses," was chosen; since it is directly related to the students’ anatomy; and it cultivates their interest in Science. A quasi-experimental methodology was utilized to examine the impact of AR on primary school students’ academic achievement, interest, and science-process skills in this study. During the science lesson, the experimental group was exposed to AR stimulation, whereas the control group was not; and rather it learnt through the conventional method. A set of post-test questions was conducted, in order to collect the data on student achievement and science process skills, while a set of questionnaires was employed, in order to identify the students’ interest. The data were analysed by using descriptive statistics and the t-test. In this study, the real world had been augmented by using virtual information, thereby providing new possibilities for science education to become more meaningful. The findings indicated that AR had a significant favourable effect on all three aspects of the experimental group's achievement, interest, and science-process skills.https://doi.org/10.26803/ijlter.21.5.17