Virtual Reality (VR) has established itself as an emerging educational tool with significant potential to enhance science teaching through immersive, multisensory experiences that actively engage students. A crucial aspect contributing to its educational effectiveness is the realistic modeling of phenomena within virtual environments. Recent studies highlight that the pedagogical value of VR increases as simulations more accurately represent physical laws, thereby providing unique opportunities for "learning by doing" in safe yet authentic scenarios. This is especially relevant in physics education, where many concepts, such as forces, fields, or complex movements, are not directly observable in traditional classrooms.

VR simulations utilizing rigorously accurate three-dimensional models allow students to directly observe and interact with phenomena, facilitating deep and precise understanding. Conversely, deficient or unrealistic models may lead to misconceptions. Therefore, scientifically meticulous design of virtual environments is essential to guarantee effective educational experiences that connect theory and practice.

Within this context, the project titled "Implications of Virtual and Experimental Resources on Representations and Inferences of Basic Education Students Regarding School Science Concepts and Processes" aims to analyze how primary and secondary school students construct knowledge about specific physical phenomena using tangible educational resources compared to digital VR environments. The objective is to identify differences in students' comprehension and explanatory construction. To this end, two specific scenarios were developed: an inclined plane that allows variations in angle and the use of objects with different friction coefficients, and a balance scale that enables fulcrum repositioning and the use of weights with varying masses to generate proportional relationships.

These environments were developed using computational models based on a top-down modeling approach, a method that starts with a global analysis of the phenomenon and subsequently details specific features. The resulting immersive VR environments allowed researchers to observe how students formulated their explanations of the physical interactions occurring within these virtual scenarios.

Ultimately, findings suggest that incorporating realistic modeling in VR into physics teaching constitutes a promising educational innovation, supported by empirical evidence showing improvements in conceptual understanding and positive attitudes toward science. Thus, employing VR environments offers new opportunities to study and understand the processes involved in constructing scientific knowledge in basic education.

Keywords: Virtual Reality, Immersive Learning Environments, Realistic Modeling.