As information technologies are introduced into science education, educators face their impact on teaching and learning. On one hand, educators must appropriately integrate these technologies into the curriculum. On the other hand, they must simultaneously consider the learners' reactions to the technologies. The study investigated the impact of augmented reality (AR) and concept mapping in inquiry-based science education related to insects. AR apps were implemented on mobile devices, incorporating concept mapping to facilitate knowledge organization and acquisition of insects. The sample consisted of 43 elementary school students divided into an experimental group (N = 21) using AR with concept mapping and a control group (N = 22) using AR alone. Both groups were assigned tasks centered on stage and rhinoceros beetles within an inquiry-based learning framework. Results demonstrated the integration of AR and concept mapping significantly improved learning achievement. Furthermore, a lag-sequential analysis was conducted to analyze behavioral patterns, revealing the control group had significantly higher frequency in “reading textbooks” and “problem-solving” compared to the experimental group. This finding suggests that concept maps enable students to access textbooks through a clear visual guide, promoting a more effective understanding of problem goals and reducing effort for reading textbooks and problem-solving during the process.

随着信息技术被引入科学教育，教育工作者面临着信息技术对教学和学习的影响。一方面，教育工作者必须将这些技术适当地融入到课程中。另一方面，他们必须同时考虑学习者对技术的反应。该研究调查了增强现实（AR）和概念图对昆虫相关探究式科学教育的影响。AR 应用程序在移动设备上实现，结合概念图来促进知识组织和昆虫获取。样本由 43 名小学生组成，分为使用 AR 和概念图的实验组 ( N = 21) 和 仅使用 AR 的 对照组 ( N = 22)。在基于探究的学习框架内，两组都被分配了以舞台和犀牛甲虫为中心的任务。结果表明，AR 和概念图的集成显着提高了学习成绩。此外，通过滞后序贯分析来分析行为模式，结果显示对照组在“阅读课本”和“解决问题”方面的频率显着高于实验组。这一发现表明，概念图使学生能够通过清晰的视觉指南访问教科书，促进更有效地理解问题目标，并减少在此过程中阅读教科书和解决问题的精力。