What is the role of the human body in science education? Although science education researchers argue that thinking about and understanding science needs embodiment both in concrete and in more abstract learning domains, the role of the body has been approached from a variety of sometimes conflicting perspectives. With this theoretical paper, we wish to present a comprehensive overview of the various ways the body bears on science learning. Drawing on the traditions of phenomenology and ecological psychology, we disentangle critical ideas of embodiment and embodied cognition to propose four senses of embodiment. These senses conceptualise the body in physical, phenomenological, ecological, and interactionist terms. By illustrating the relevance of the four senses in science education, we show that embodiment bears not only on practical educational problems but has a variety of theoretical implications in science education, too. We hope that future work can both recognise the different senses of embodiment, but also show how they might work together to realise the full potential of embodiment in science education research and practice.