Deepening the authentic inquiry process framework, we analysed and compared some simulations used in physics teaching/learning activities and covering different topics in secondary schools' curricula. The analysis focused on cognitive processes activated by exploring the simulation and using the proposed material for teachers/learners. While evaluating the inquiry tasks in the simulations analysed, we recognised some features that could become a starting point for identifying simulation patterns targeting learning outcomes and scientific abilities. But more interestingly, we tried to focus on which could improve physics students' education in an epistemologically authentic inquiry process. With the performed analysis and the collected data, we chose some simulations that better fulfilled the inquiry goal. Then, we tried to develop teaching/learning materials based on the ISLE (Investigative Science Learning Environment) approach. We adopted this framework because it is an example of epistemologically authentic inquiry. Lastly, we shared the results of our analysis and the developed materials with a community of in-service physics teachers to collect their feedback and reflections on this use of simulations.
