Abstract
In this study, it is aimed to examine the effect of augmented reality application on preschool children's knowledge of space. A mixed method, which combines both quantitative and qualitative methods, was used in the study. The study group consists of 24 children aged 60-72 months. In the study, a 10-question form created in line with the opinions of experts in the field of pre-school and science education was used to measure preschool children's knowledge of space. Children’s views on the augmented reality practice were determined through semi-structured interviews. Space-themed augmented reality card set for teaching space in the experimental group; in the control group, 2D visuals were used. Obtained data were analyzed using Mann Whitney U test and Wilcoxon test. In the study, it was found that the knowledge levels of the children in the experimental and control groups before the application were close to each other; as a result of the trainings made with the augmented reality application, it was seen that the level of knowledge increased in favor of the experimental group. As a result of the interviews with the children, it was determined that the augmented reality practice drew more attention of the children, created a greater sense of reality, and got them excited compared to the practice with two-dimensional visuals. It has been observed that there are not many studies on supporting preschool children's knowledge of space with technological tools. In this context, it is thought that the study will shed light on the literature.
Highlights
From early childhood, children find themselves in a world open to discovery
In this study, where we examine the effect of augmented reality application on the knowledge of preschool children about space, the findings obtained by analyzing the data collected to answer the research questions are presented
When the findings of the study were examined, it was found that the knowledge levels of the children in the experimental and control groups were close to each other before the application; as a result of the trainings made with the augmented reality application, it was seen that the level of knowledge increased in favor of the experimental group
Summary
Children find themselves in a world open to discovery. Children in early childhood, where brain development is the fastest and synaptic connections are most intense, are in a desire to explore and wonder about their environment. It is aimed to trigger these desires of children with pre-school education (MEB, 2013). This curiosity and desire to explore is an important resource in supporting scientific sensitivity. Opportunities are provided through science and science education in early childhood to support innate learning desires. These opportunities increase children's curiosity towards the world of science (Akman, et al, 2003)
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