The purpose of the current study was to determine the effect of teaching astronomy through augmented reality (AR) on the achievement and interest level of gifted students and their opinions about AR applications. The current study was conducted in line with the explanatory sequential mixed-methods design. The study group of the current research was comprised of 51 gifted students (26 in the control group and 25 in the experimental group) attending a Science and Arts Centre (BİLSEM). In the application process, the astronomy teaching activities supported with AR were used in the experimental group while the astronomy teaching activities suggested in the official science curriculum of the middle school 7th grade were used. The data of the study were collected by using an Astronomy Achievement Test and the Scale of Interest in Astronomy as a pretest and posttest and an AR Interview form administered only to the experimental group students at the end of the application. The statistical analyses of the quantitative data revealed that before the experimental application, the experimental and control groups were equal in terms of astronomy achievement and interest in astronomy. After the completion of the application, however, significant differences were found for both the experimental and control groups in favor of the posttest. Moreover, significant differences were also found in the posttest in favor of the experimental group in terms of both astronomy achievement and interest in astronomy. In other words, AR-supported astronomy teaching activities positively affected the experimental group students’ astronomy achievement and interest in astronomy. Furthermore, the experimental group students expressed many positive opinions about the AR applications within the categories of technical features and cognitive and affective features. The experimental group students wanted the use of AR applications in the teaching of other science subjects and other courses.

本研究的目的是确定通过增强现实（AR）教学天文学对有天赋的学生的成就和兴趣水平以及他们对AR应用的看法的影响。当前的研究是根据解释性顺序混合方法设计进行的。当前研究的研究小组由51名有才华的学生组成（对照组为26名，实验组为25名），他们参加了科学与艺术中心（BİLSEM）。在申请过程中，实验组使用了由AR支持的天文教学活动，同时使用了中学7年级官方科学课程中建议的天文教学活动。这项研究的数据是通过使用天文学成就测验和天文学兴趣量表进行的前测和后测以及AR面试表格在申请结束时仅向实验组学生进行收集而收集的。定量数据的统计分析表明，在实验应用之前，实验组和对照组在天文学成就和对天文学的兴趣方面是平等的。但是，完成申请后，实验组和对照组均发现了显着差异，有利于后期测试。此外，在后测中还发现了在天文学成就和对天文学的兴趣方面对实验组有利的显着差异。换一种说法，AR支持的天文学教学活动对实验组学生的天文学成就和对天文学的兴趣产生了积极影响。此外，实验组的学生在技术特征，认知和情感特征类别中对AR应用表达了很多积极的看法。实验小组的学生希望在其他科学学科和其他课程的教学中使用AR应用程序。