This article attempts to connect the material world of the science classroom, expressed in inscriptions, speech, and corporeal forms, and the world of meaning. Imaginative thinking is the key mechanism that will bridge the gap between the 2 worlds. Various types of texts can be used as narrative vehicles for scientific concepts. This article examines how students can use their imagination to focus on perceived changes in the learning environment, making analogical patterns of explanation and interconnecting the human body with inscriptions. From a creative perspective of teaching science, explanations must arouse students' imagination and thus build intertextual stories through narrative spaces offering journeys into worlds of different codes using various semiotic resources.