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A recent reform initiative in the Malaysian educational system has sought to develop 'Smart schools', intended to better prepare students for adult life in a developing economy and to increase the flow of young people prepared for scientific and technological careers. The study reported in this paper examined lower‐secondary science teaching, comparing two Smart schools officially judged to be successfully implementing the reform, with two neighbouring mainstream schools. Through analysis of classroom observation, supported by teacher interview and student report, the distinctive features of science teaching in the Smart schools were found to be use of ICT‐based resources and of student‐centred approaches, often intertwined to provide extended support for learning; accompanied by a near absence of the note giving and copying prevalent in the mainstream schools. Through analysis of measures of student attitude to science, science process skills and general science attainment, science teaching in Smart schools was found to be relatively effective overall. However, while the positive attitude effect was general, both academic effects were much weaker amongst students who had been of lower attainment on entry to secondary school.
Ong et al. (Wed,) studied this question.