Science museums have started incorporating augmented reality (AR) technology to improve learning experiences in natural sciences like biology and geography for young students. This study focuses on the creation of a system that integrates AR technology with maps in science museums. It explores the efficient application and utilization of these systems within the limited physical space of museums. The authors conducted two workshops, "The Great Adventure of Checheme II" and "Finchi's Map," aiming to enhance children's understanding and awareness of biology and ecosystems in the museum setting. These workshops, designed as gamified learning systems, prioritize inquiry-based learning principles. An assessment was conducted to determine the precise effects of these workshops on children's science learning experiences, input, and knowledge acquisition. Moreover, this study aims to illustrate the advantages of combining AR with maps.

Contemporary methods in school teaching advocate for diverse learning modalities and acknowledge that inquiry-based learning enhances children's creativity and sense of fulfillment. Museums, providing casual educational settings with spacious areas, are ideal for implementing exploratory learning methods that integrate AR technology with maps.

The authors arranged and conducted two workshops. The first, "The Great Adventure of Checheme II," focused on historical voyages and geographical discoveries. Participants boarded the "Checheme II" ship and completed missions to learn about knowledge and geographical information from the Age of Exploration. The game used AR technology to recreate the ocean and navigation maps, allowing users to explore history from the perspective of historical navigators. The second workshop, "Finchi's Map," was designed to guide tourists through the Galapagos Islands, the habitat of Darwin’s finches. This game used devices to present a three-dimensional AR map of the Galapagos Islands, enabling players to engage with the finches' ecology and environment. Observers documented the differences in the finches' beaks and their roles in the environment, providing an understanding of evolution principles.

Data were obtained from children (mostly aged 6-13) who participated in the projects. Through two AR workshops, "The Great Adventure of Checheme II" (18 participants, held at the National Museum of Ethnology, Osaka, 10 minutes per participant) and "Finchi's Map" (41 participants, held at the National Museum of Nature and Science, Tokyo, 10 minutes per participant), the impact of AR technology on children's learning of biology and geography was examined. Results revealed that children deepened their experiential learning of historical and geographical information and bioecological environments, such as Darwin's finches. AR technology significantly impacted children's specific learning outcomes. Children's understanding of historical voyages and the evolutionary process of Darwin's finches increased, along with their interest in and active participation in the exhibits. The interactive learning experience also enhanced knowledge retention and promoted spontaneous inquiry.

Keywords: Children, Sciences Education, Museums, AR, Active Learning.