In order to ensure that our country is able to provide enough human capital in the future, Malaysia is striving hard to improve the quality of its science education system. Various strategies have been regulated but still, the percentage of students taking science stream keeps dropping each year. Thus, science education scholars need to focus their attention by examining the impact of socioculture factor on students' interest in science. This article reviews a few socioculture point of views which affect science education progress. It discusses the pros and contras that arise when modern science that originates from the west clashes with the culture, traditions and beliefs of non-western students. This study is important to ensure that the human capital produced by our education system is capable of competing at the global stage without sacrificing our identity, beliefs and cultural heritage.

Studies had shown that interest in science subject among secondary school pupils in Malaysia is low and seems to be decreasing. Researchers have posed various potential reasons for this apparent lack of interest in science such as pupils' opinion that science in school is boring and not relevant to their lives. This is due to many science classes are taught as rote classes and science are presented as a pile of facts and lack of humanity aspects associated with the scientific process. Similar trend were also reported in other countries worldwide. The hypothesis put forth by researchers is that pupils need to observe models of how science is done, namely the nature of science (NOS) so that they will be able to connect with the human enterprise of science and thereby able use their knowledge to solve problems surrounding their lives. Therefore the purpose of this study is to investigate the level of NOS among secondary school pupils. This descriptive quantitative study had been administered to 70 Form Four pupils in a district in Malaysia, chosen by basic random sampling method. The result revealed that their NOS level were most likely to be at low level. This implies that pupils do not get adequate exposure on how scientific processes were done, thereby they do not place any interest to the science subject which do not seem to be connected with their lives.