In a programmatic sense a “semiotics of science” was announced by Charles W. Morris but never realized as an empirical investigation of the sciences from the point of view of semiotics. In this chapter it is argued that recent cognitive approaches to the philosophy and history of science can be seen as moving towards a cognitive semiotics of science, and furthermore that philosophical, historical, and didactic aspects of science and science teaching from this perspective are closely interrelated. The case of chemical reaction kinetics is used to exemplify the approach and its relevance – specifically to a historical and didactic analysis of recurrent conceptual difficulties in learning physical chemistry, and how these difficulties are anchored in perspectivized articulations of chemical kinetics and chemical thermodynamics.