The present research is an examination of Augmented Reality (AR) applications in Science Education using the Multi-complementary Approach (McA). This incorporates multiple analyses: i) Pre-complementary: meta-analysis and meta-thematic analysis, ii) Post-complementary: an experimental design with a pre- and post-test control group and iii) Complementary: Merging the results of the first two stages, making it possible to work through the effectiveness of AR in science education more comprehensively and from a wider perspective. After initially providing information on the McA, the study presents the methodological process, the results and the conclusions in a step-by-step format within this framework. The literature review based on document analysis in the context of Science classes and carrying out instruction on "refraction, lenses and prisms" topics in Science education using AR applications, indicated that AR has both positive and meaningful effects on academic achievement, and on various variables that promote the teaching of Science. The complementary results that emerged in favour of AR shed light on its utilization in Science classes, and provide an incentive for a more widespread and systematic use of such methods in the teaching environment, in line with the need now increasingly expressed for these types of technologies in this digital age.