The use of new resources and signifying strategies for secondary students is one of the tools that professors may consider in their attempt to answer, on the one hand, the growing lack of interest for adolescent students in scientific disciplines and, on the other, the social demand to instruct our students with sufficient instruments to enable them to move in a world in which the scientific-technological revolution has rapidly erupted. In this article, literature is presented as an interesting didactic resource, an ideal introduction to the construction of metaphors and meanings which favor the creativity access of students to discussion, construction of hypothesis and scientific models.