Comenius (1592-1670) has been widely studied in educational research, although limited work has addressed his thinking about science education comprehensively. His Pansophist philosophy led him to believe that science was a necessary subject for all ("Omnes"). Comenius emphasised useful scientific knowledge and core principles ("Omnia"). He espoused the idea of sequence, from the importance of sensory experience to the way scientific content is organised ("Omnino"). For modern science education, those ideas still urge the mission of spreading science education, support the trends in science curriculum discourses, and emphasise hands-on experiences and sequential teaching and learning. Although Comenius's ideas were perhaps minor compared with those of Descartes, they suggest an alternative worldview connecting students to the world and encouraging them to engage with contemporary problems such as the environmental crisis. In particular, a case of Korean science education reform reasserts the universal implications of Comenius's systematic viewpoint on science education.