واقع استخدام تقنية الواقع المعزز في التدريس من وجهة نظر معلمات العلوم بمرحلة الطفولة المبكرة
The study aims to identify the reality of using augmented reality technology in teaching from the viewpoint of early childhood science female teachers. It has adopted the descriptive survey approach, and the study tool represented by a questionnaire was prepared. After ensuring its validity and reliability, it was applied to a study sample consisting of (207) early childhood science female teachers in public schools, in the 1st semester of [1445 H]. The study reached several findings, the most prominent of which is that the importance of using augmented reality technology in teaching from the view point of early childhood science female teachers was at the degree of importance (Very High), with an arithmetic average of (4.35). The degree of using augmented reality technology in teaching was at a degree of use (Low), with an arithmetic average of (2.46). The obstacles to using augmented reality technology in teaching were at a (Very High) degree with an average of (4.43). The findings reveal there were no statistically significant differences at the significance level of (α ≤ 0.05) between the averages of early childhood science female teachers' responses to the questionnaire on the reality of using augmented reality technology in teaching, according to the variables (scientific qualification & years of experience), nor there are statistically significant differences at the significance level of (α ≤ 0.05) between the averages of science teachers’ responses to the questionnaire on the reality of using augmented reality technology in teaching at (pivot of importance, pivot of obstacles to use) according to the variable ( obtaining courses in the field of augmented reality) while there are statistically significant differences at the significance level of (α ≤ 0.05) between the averages of science female teachers’ responses to the questionnaire on the reality of using augmented reality technology in teaching at (pivot of using degree) according to the variable (obtaining courses in the field of augmented reality), These differences were in the direction of the female teachers who received courses in the field of augmented reality. In light of the findings of the study, several recommendations and proposals were presented, the most important of which are: Holding courses for early childhood female teachers to encourage them to apply augmented reality technology in teaching science, training them to produce and design educational materials supported by augmented reality technology. The study suggested conducting studies aimed to reveal the effectiveness of augmented reality technology in developing visual or creative thinking skills among early childhood children. (Published abstract)