Main Article Content
In this study, it was aimed to examine the effect of teaching supported by augmented reality and mobile applications in the seventh grade Science lesson "Solar System and Beyond / Earth and Universe" unit on students' academic achievements, attitudes towards astronomy and anxiety and motivation towards learning science . The study group consists of 56 students, who are studying in two different 7th grades of a secondary school in Hatay / Antakya, which were selected with the convinience sampling method. Experimental groups of 29 students and control groups of 27 students were determined through random assignment. As data collection tool, the "Solar System and Beyond Success Test" (SSBST) developed by the researcher, "Science Learning Anxiety Scale" (SLAS) developed by Y?ld?r?m (2015) “Astronomy Attitude Scale” (AAS) developed by Zeilik, Schau and Mattern (1999) and adapted to Turkish by Bilici, Arma?an, Çak?r and Yürük (2012) and "Students' Motivation Scale for Science Learning" (SMSS) developed by Tuan, Chin and Shieh (2005) and adapted to Turkish by Y?lmaz and Çava? (2007) was used. The data were analyzed using the SPSS 21 package program, mean, standard deviation, frequency percentage values from descriptive statistics, and dependent and independent t test from inferential statistics. As a result, it was determined that teaching supported by mobile application and augmented reality had a positive impact on academic success, did not have any effect on anxiety and motivation towards the lesson, and negatively affected attitude towards the subject according to the methods suggested by the current program.