The basic premise of embodied cognition is that cognitive processes are linked to the dynamic ways in which people use their bodies to engage with the world. What might sound vague at first has very practical implications in the context of science education. For example, students might use gestures to express emerging ideas or metaphors to express abstract concepts. In other words, students’ knowledge of science is inseparable from their bodily interactions in the world. This observation can allow teachers to improve their instructional practices.