Constructivism suggests that concepts of knowledge and beliefs are not strictly separable (Cobern, 1995) and that cognitive dimensions such as epistemology are very culture-dependent. Taking the Worldview perspective, Cobern (1994) explained that learners may reject a flawless scientific explanation if it is considered incompatible with their own worldview orientation. In other words, dissonances or discord experienced by Islamic-background learners when engaged with controversial scientific concepts present in a western science curriculum may undergo outright aversion to these claims or harbor resentment when their nonschool context (national context) is traditionally Islamic. This is turn having a negative impact on the successful attainment of classroom science concepts. Or is this claim erroneous?This paper will report on a research project that focuses on the feelings of discord or dissonances of Islamic-background learners in science education in both Malaysia which will be considered as having a predominantly muslim context and in Melbourne, Australia which is predominantly non-muslim.The Rasch measurement model has been adopted for the analyses.