This paper analyzes the methodological aspects of integrating modern immersive technologies and digital data acquisition systems into the secondary school chemistry curriculum. Addressing the limitations of traditional visual aids, the study explores the pedagogical effectiveness of virtual laboratories and PASCO STEM hardware within a tripartite didactic framework encompassing "macro-submicro-symbolic" levels of representation. The empirical validation conducted via a controlled pedagogical experiment involving 9th-grade students indicates a statistically significant enhancement in conceptual understanding and analytical thinking. The results are mathematically validated using Student's t-test (tv = 3.42 > tcrit = 2.01, α = 0.05). The article offers an integrated matrix and practical guidelines for science educators to transition from passive computerization to an active, inquiry-based digital learning environment.
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