Preschool Children's Science Learning and Retention in a 5E ‐Based Inquiry Framework: Evidence From STEAM and AR ‐Supported Instruction

This study examined how 5E‐based STEAM and augmented reality (AR)‐supported STEAM instruction influenced preschool children's science learning, knowledge retention, and scientific process skills. Using a convergent mixed‐methods design, the study involved 69 children aged 60–72 months assigned to a standard curriculum group, a 5E‐based STEAM group, or a 5E‐based AR‐supported STEAM group. Quantitative data were collected through pretest, posttest, and retention measures using the Science Learning Assessment Test, including its Scientific Inquiry Processes and Life Science Concepts subscales. Qualitative data were obtained from systematic observations and teacher and parent interviews. Results showed that both inquiry‐based conditions produced greater learning gains and retention than the standard curriculum, with the strongest overall outcomes in the AR‐supported STEAM group. Subscale analyses indicated that AR‐supported instruction most clearly sustained gains in scientific inquiry processes, whereas the STEAM group more fully sustained gains in life‐science concepts. Qualitative findings supported these results by showing increased engagement, collaboration, participation, and science‐related interest. The findings suggest that AR can strengthen early science learning when used as a pedagogically aligned representational scaffold within a developmentally appropriate 5E inquiry framework.