This paper discusses the role of cinema as a tool for science education. Based on the socio-cultural approach put forward by Vygotsky, it draws attention to the fact that an audience can interact with the characters and share their emotions and actions showed in an audiovisual setting. Experiences come from an interaction with a learning environment and personal construction of knowledge occurs through the interaction between the individual's knowledge schemes and his or her experiences with the environment. In this way, movies are analysed by considering the potential of audiovisual, scientific and common languages to be used as a tool to mediating science teaching and learning. Audiovisual language shows itself as a valuable possibility to facilitate knowledge construction. This occurs because of the integration of an individual's reality with the surrounding environment, which develops, in the student, the sensitivity and perception of the setting.