Exploring elementary school students' conceptual change about the solar system through augmented reality

Elementary school students frequently develop misconceptions about the solar system because astronomical concepts are abstract and difficult to visualize. Although previous studies have shown that Augmented Reality (AR) can enhance science learning, limited evidence has examined its association with students’ conceptual change using a four-tier diagnostic assessment in elementary education. This study aimed to explore elementary school students’ conceptual change about the solar system through AR-assisted learning. A quantitative pre-experimental approach with a one-group pretest–posttest design was employed involving 36 Grade VI students selected through purposive sampling. Students’ conceptions were assessed using a validated four-tier multiple-choice diagnostic test (Content Validity Index = 0.87; KR-20 = 0.79), and the data were analysed descriptively by comparing pretest and posttest conceptual profiles. The findings indicated observable improvements in students’ scientific conceptions and reductions in misconceptions across major solar system concepts following AR-assisted learning. These findings suggest that AR-supported learning may facilitate conceptual restructuring by providing interactive three-dimensional visualizations of abstract phenomena. Nevertheless, the findings should be interpreted cautiously because of the study’s pre-experimental design and single-school sample.