Introduction The Solar System is an extremely multifaceted theoretical technical concept. Its dynamic natural world, huge spatial extents, and diverse time level cannot be perceived directly by the minds. In order to comprehend essential astronomical phenomena such as the day-night cycle, cyclic changes, moon’s stages and eclipses, one must imagine the relative movement and place of the terrestrial objects in 3D space, as these may come out from different viewpoints at the same time (Gazit, et al., 2005). Much virtual reality (VR) settings are being used to improve students’ theoretical growth of abstract scientific phenomena (Gazit, et al., 2005). Barnett et al. (2004) discussed the variety of characteristics of VR with respect to learning and put a particular focus on the possible benefits of using VR in teaching the multifaceted subject of Global Change. Gazit et al. (2005) state as a universal standard that VR advances learning, when it does, by providing the learners with fresh, direct knowledge of phenomena they could not have practiced before, also in direct contact with the real world or using other technologies. Barnett et al. (2004) recommended that VR is attractive and tempting, and can teach complex topics with less need to simplify them. In a VR setting students can easily and without effort visit places and view objects from different points of view, and can research by controlling variables that cannot be maneuver in the real world. This highlights the idea that VR is best for letting students discover things and build their own knowledge. This paper shall provide a literature review of the 3D system in science education. Literature Review The Virtual Solar System (VSS) can be used as a visual thinking tool for the improvement of a compound cognitive model of astronomical phenomena. This aptitude could hold up students that experience complexity in the learning of theoretical scientific perception via proper teaching. The present VSS is not a software tool as such, but quite a lively simulation, based on real NASA imagery of more than 90 space substances within the solar system. The learning procedure within the VSS was based on the vigorous manipulation of four predefined special frames of orientation and additional manipulation of the point of view inside the automated structure of references. The 3D computational modeling technologies in the VSS course provide a device that assists the students’ building of their astronomical representations and work of art. Through this course, the VSS students are educated about astronomy ideas, main beliefs and thoughts as they partake in the necessary modeling projects of the course. These conditions established a background for their learning and allow them to be trained by interacting with their model, their peers, and the teachers. Applying Problem-based learning (PBL) in classrooms without equipment shows to be demanding. Its execution challenges include unproductive ways to present the innermost problem in the course of oral or written means, large investment in time and effort to build up PBL units, initial uneasiness with the methodology from the student and teacher, and the necessitate for new for