| Sumario: | Background: Augmented reality (AR) enables students to explore otherwise inaccessible scientific phenomena, offering enhanced learning experiences and outcomes in science education. However, AR‐based instruction often lacks structured teacher guidance, which may limit the development of higher order cognitive skills. Blended learning (BL) can address this limitation by combining technology‐driven exploration with teacher–student interaction. Yet, the absence of explicit learning strategies frequently hinders the effectiveness of BL approaches. Objectives: This study aimed to develop and evaluate a blended learning model that integrates AR systems and is grounded in the 5E Learning Cycle Model (5ELCM) to support deeper cognitive engagement in elementary science education. Methods: A quasi‐experimental design was employed involving 104 fifth‐grade students assigned to one of three conditions: BL‐AR with 5ELCM, conventional AR learning, or traditional lecture‐based instruction. The intervention was guided by the 5ELCM to scaffold the learning process through structured phases: Engage, Explore, Explain, Elaborate and Evaluate. Results and Conclusions: Findings revealed that students in the BL‐AR group demonstrated significantly greater gains in biological knowledge, problem‐solving ability and meta‐cognitive tendencies compared to those in the other two groups. The integration of AR within a structured BL framework grounded in 5ELCM shows promise for promoting deeper learning and higher order thinking in elementary science classrooms. Lay Summary: What is currently known about this topic? ○AR enhances science learning through immersive, interactive 3D experiences.○Pure AR instruction lacks structured feedback, limiting deeper cognitive gains.○Blended learning can address this gap by combining tech use with teacher support.○The 5E model supports inquiry‐based, progressive development of science skills.What does this paper add? ○Proposes a new BL‐AR model guided by the 5E learning cycle for science education.○Shows improved knowledge, problem‐solving and meta‐cognition in elementary students.○Provides qualitative insights into learner engagement and instructional interactions.○Demonstrates how structured teacher support enhances AR learning effectiveness.Implications for practice/or policy ○Teachers should integrate structured AR with face‐to‐face guidance for science learning.○Applying the 5E model in AR settings promotes deep inquiry and reflection.○AR‐enhanced BL can be adapted across subjects beyond science in elementary schools.○Training in BL‐AR design may benefit teacher professional development programs.
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