A Learning Space, whether physical or virtual, it is the expression of a society realized as meaningful space. Physical and virtual learning environments have their own constraints and context, yet both strive to create informative places by defining space. 
 
Virtual environment with the aid of specially designed transducers and sensors, allows the users to interact with displayed images, moving and manipulating virtual objects, and performing other actions in a way that engenders a feeling of actual presence (immersion) in the simulated environment. This unique feature and flexibility of VR give it extraordinary potential for use in work-related applications. It permits users to experience and interact with a life-like model or environment, in safety and at convenient times, while providing a degree of control over the simulation that is usually not possible in the real-life situation. 
 
This research paper focuses on the use of virtual technology in science learning, it is the designing of a centre where, the space unfolds the science theories in three dimensional worlds, in which the learner experiments with the molecular study, moves to the inner most of the human body, explores the layers of earth and other planets. With the use of virtual environments the above spaces can be seen, heard and touched. Virtual objects can be created, modified and manipulated in much the same way as the physical objects, but without those pesky real-world limitations. VR is not only virtual, user can meet real people in virtual worlds, can tele-exist in real places all over the world and beyond, and can superimpose virtual displays onto the physical world. 
 
The science center, enfolding the physical space creates the computer simulated science environments that is experiential and intuitive; it is a shared information context that offers unique interactivity which aids the user's   hands-on learning, group projects and discussions, field trips, simulations, and concept visualization. It provides a context that includes the multiple nature of human intelligence: verbal/linguistic, logical/mathematical, auditory, spatial, kinesthetic, interpersonal and intrapersonal. A context for both cognitive and affective learning by engaging learner in a process that is rational and emotional, practical and whimsical, organized and spontaneous. The virtual environment allows safe experiences of distant or dangerous locations and processes. It allows the user to tele-exist in a nuclear reactor or under the sea, experiment with virtual chemistry and biology and inhabit macro- and micro-cosmic systems scaled for human participation. Creative expression is given a new medium, allowing students to instantiate their imaginations in a multi-sensory context, participating in experiential world of sciences. The participant can control time, scale, and physical laws, has unique capabilities, such as the ability to fly through the virtual world, to occupy any object as a virtual body, to observe the environment from many perspectives. The ability to understand multiple perspectives is both a conceptual and a social skill. 

"Knowledge begins with inaction." (Bruner, 1962)
