Introduction. The study examines the impact of augmented reality technology on students’ attitudes in
primary school science education. The research investigates whether integrating augmented reality applications into science lessons produces measurable differences in student attitudes compared with traditional instructional methods. Methodology and Methods. A pedagogical experiment was conducted with 91 primary school students (46 in the experimental group and 45 in the control group) who voluntarily participated in the study during the fall semester of 2023–2024. The experimental group received instruction in science using augmented reality technology for four weeks, whereas the control group received traditional instruction. The “Augmented Reality Applications Attitude Scale” was administered to both groups to measure student attitudes. Results. Analysis of the results demonstrated that students in the experimental group who learned with augmented reality technology in science class significantly outperformed the control group in terms of positive attitudes toward learning. The experimental group showed greater engagement, interest, and motivation compared to students receiving traditional instruction. Scientific novelty. The effectiveness of augmented reality technology as a tool for positively shaping student attitudes toward science education in primary school has been empirically demonstrated through a controlled pedagogical experiment. Practical significance. The findings suggest that augmented reality applications can be successfully integrated into primary school science instruction to enhance student attitudes and engagement, providing a practical framework for teachers seeking to improve the quality of the educational process through technology-enhanced learning.