We synthesized ideas about the importance of forming Science readers taking, as an example, the circulation of texts related to climate change in the media. The theoretical foundations that compose our vision of language and Science and influence our advocacy of Science readers' formation, along with Science education, comes from the fields of French Discourse Analysis, and of sociological and epistemological studies of Science. We aim to comprehend visual discourses in their specific ways of operation, as a space through which our students simultaneously construct meanings for Science and climate change as well as for the video language. We conclude by stating the importance of these spaces and languages in the students' reading history and the need to create teaching strategies that cover audiovisual texts not only as educational means but also as educational goals.
Television; Climate change; Circulation; Textualization; Science education