The paper aims to show the results of a research concerning a set of activities on making arguments (thirdness), driven by science teachers departing from “non-scientific” series hosted in Netflix streaming platform. During the activities, a group of four science teachers searched on Netflix’s platform for series containing icons (firstness) as forms that could mean one aspect of chemistry. They found the series taking account indexed and non-indexed modes, and discarded those with “native” scientific narratives (eg breaking bad). We joined the episodes of the ten series given for argument production in the VideoAnt (https://ant.umn.edu) annotation tool for collaborative work. From Peirce’s Semiotic Continuum, someone can define a Sign as a Medium for the communication of a Form. As Medium, the Sign is essentially in a triadic relationship, with its Object that determines it, and with its Interpretant, which it determines. We investigate forms and approaches for incorporating visuality into teacher education. Potentially arbitrary and hardly induced contexts focusing on exams have been making prevalent textual modalities in education. By embracing Semiotic Continuum we want to create exploratory processes for creativity and authorship in pre-service teacher education. The place of the teacher here, in a collaborative sense, is of the creator, but also embodied in the sign, moving himself to the creation and recreation of arguments as a way for teaching practice. What is communicated from the Object (chemistry) through the Sign (film segments of the series) to the Interpretant is a Form, it is nothing like an existing, but it is a power, it is something can happen under certain conditions. It incarnates this Form in the object, meaning that the relation that constitutes the form is true of the way it is in the Object. In the Sign, it is incorporated only in a representative sense, but signifying sufficiently that the Sign becomes endowed with the power to communicate it to an interpreter. Our analysis gave rise to eight arguments planned from collaborative contexts around eight distinct series episodes (e.g. Castlevania; Stranger Things; Teen Wolf). The arguments were organized for each segment of the series episodes in VideoAnt software with their arguments as annotations. We could perceive the pre-service teacher in a certain “visual place” in the Semiotic Continuum, moving towards a sense of authorship that dialogues with his/her teaching practice. Those teachers who choose films for teaching contexts can now reflect on his place in the educational activity with this audiovisual material. It was possible for them to understand during those activities he is the author of this selection and that he can, and must, subvert original senses from the series by focusing a piece of that episode on his didactic intentions.