With the advancement of modern educational technologies, new opportunities have emerged to enhance the quality of teaching and learning in schools. Augmented Reality (AR), as one of the emerging technologies, can play a significant role in the learning of scientific concepts—particularly in elementary education—by providing interactive, visual, and multisensory learning environments. The present study aims to systematically review existing research on the impact of augmented reality on the learning of scientific concepts among elementary school students. To achieve this goal, a systematic search was conducted using both Persian and English keywords across three reputable databases: Google Scholar, Scopus, and ScienceDirect, within the timeframe of 2005 to 2023. A total of 142 articles were retrieved, and after removing duplicates, screening titles and abstracts, and applying inclusion and exclusion criteria, 31 articles (15 in English and 16 in Persian) were selected for qualitative content analysis. The findings revealed that augmented reality positively influences the learning of scientific concepts, increases motivation, deepens understanding, and promotes active student engagement. Furthermore, the use of AR in science education enhances students’ cognitive and emotional interaction with learning content.