科学教育是提升全民科学素质、建设教育强国、实现高水平科技自立自强的重要基础，科学探究是学习科学的重要途径，实验是科学探究的重要方法和手段。在实际教学中为学生创设真实的问题情境，是激发学生学习动机、促使学生学以致用的有效手段，也是新课标强调的重点。但因实际教学受诸多因素限制，学生的探究效果常处于一种不理想的状态。增强现实（AR）技术具有沉浸性、可交互性等技术特征，能在一定程度上破解科学探究实验所受的客观条件限制，提升学生在科学探究活动中的学习效果，为学生带来更具代入感的问题情境。

    本研究旨在探讨利用AR技术为小学生创设一个更具沉浸感和互动性的真实问题情境并让学生在其中开展科学探究实验的可行性和有效性，通过开发一套主题为《简单机械不简单》的AR科学探究实验资源并将其投入一线课堂实际应用来对其教学效果进行验证。资源开发共经过需求分析、资源设计、开发及测试和应用及迭代四个阶段，其中开发及测试阶段邀请一位高校资深专家及两位三年以上教龄的小学科学一线教师进行试用并给出评价和建议，以对资源进行迭代优化。正式实验前在某市某重点小学整群抽样一个班级进行预实验及访谈以了解学习者对该资源易用性和有用性的感知，预实验表明学习者对该资源的技术接受度较高，在掌握其操作方法上并不感到困难且普遍认为其对自己的学习能起到一定帮助。正式实验在某市重点小学开展，整群抽样两个班级分别作为实验组和对照组，两组在前测结果上不存在显著差异，通过对两组学习数据进行分析，得出基于真实问题情境的AR科学探究实验资源在提升学生科学知识掌握水平、科学探究学习动机、科学探究自我效能感、科学探究过程心流体验以及降低学生认知负荷等方面的效果，并通过访谈进一步了解学生在使用该资源后的感受及建议。

    研究表明，基于真实问题情境的AR科学探究实验资源可以显著提升学生在科学探究中的学习动机，在整体水平上提升学生的科学探究自我效能感，使学生在科学探究活动中获得更好的心流体验，且不会增加学生的认知负荷。学生对该资源的使用普遍持积极态度，认为该资源的参与能对自己开展科学探究实验提供帮助，并表示掌握其使用方法并不困难，表现出了较大的使用意愿。相较于传统方式，该资源能使学生在更加沉浸的情境中进行实验探究，且能增强学生的自信，使更多学生感受到探究成功的乐趣。

    Science education is an important foundation for improving the scientific literacy of the entire population, building a strong country in education, and achieving high-level self-reliance in science and technology. Scientific inquiry is an important way to learn science, and conducting experiments is an important method and means of scientific inquiry. Creating real problem situations for students in actual teaching is an effective means to stimulate students' learning motivation and encourage students to apply what they have learned. It is also the focus of the new curriculum standards. However, because actual teaching is limited by many factors, students' inquiry results are often in an unsatisfactory state. Augmented Reality (AR) technology’s immersive and interactive features have shown significant advantages in overcoming objective constraints faced by scientific inquiry experiments, enhancing students' learning outcomes in scientific inquiry activities, and providing more immersive problem scenarios for students.

    This study aims to explore the feasibility and effectiveness of using AR technology to create more immersive and interactive authentic problem scenarios for elementary school students to conduct scientific inquiry experiments. It involves practical development of a set of AR scientific inquiry experiment resources entitled "Simple Machines, Not So Simple" to summarize the development process of such resources. Furthermore, the study verifies the teaching effectiveness by applying these resources in frontline classrooms. The development process includes four main stages: requirement analysis, resource design, development and testing, and application and iteration. During the development and testing stage, one senior AR education expert and two primary school science teachers with over three years of teaching experience were invited to try out the resources and provide feedback and suggestions for iterative optimization.

    Prior to the formal experiment, a pre-experiment and interviews were conducted in a selected primary school in a certain city to understand learners' perceptions of the usability and usefulness of the resources. The pre-experiment showed that learners had a high degree of technical acceptance for the resources, found the operational methods not difficult to grasp, and generally believed that it could help them in their learning.

    The formal experiment was conducted in a prominent elementary school in a certain city, with two classes randomly selected as the experimental and control groups respectively through cluster sampling. There were no significant differences in pre-test results between the two groups. Analysis of the learning data from both groups revealed the effectiveness of AR scientific inquiry experiment resources based on authentic problem scenarios in enhancing students' mastery of scientific knowledge, motivation for scientific inquiry, self-efficacy in scientific inquiry, flow experience during scientific inquiry processes, and reducing students' cognitive load. Additionally, interviews were conducted to further understand students' perceptions and suggestions after using the resources.

    The research indicates that AR scientific inquiry experiment resources based on authentic problem scenarios can significantly enhance students' motivation for scientific inquiry, overall self-efficacy in scientific inquiry, and provide better flow experiences during scientific inquiry activities, without increasing cognitive load. Students generally have a positive attitude towards the use of these resources, believing that their participation can help them conduct scientific inquiry experiments and expressing willingness to use them. Compared to traditional methods, these resources enable students to conduct experiments in more immersive scenarios, enhancing their confidence and allowing more students to experience the joy of successful inquiry.