Throughout history, the development of technological supports—from writing to computational systems—has been a central concern for both technology and education. Considering their pedagogical, philosophical, and physical dimensions, learning objects have been represented functionally and visually in multiple ways to facilitate comprehension. Consequently, the representation of learning objects has been addressed from diverse fields of knowledge. This chapter examines the origins and evolution of augmented reality technologies from an educational perspective, presenting references and theoretical studies that highlight their relevance as a field of research. It also explores their philosophical implications, analyzing the impact of augmented reality on the construction of knowledge and its potential to transform teaching and learning processes, particularly in science education.