In the classroom, the teacher has to be aware not only of the academic abilities
and achievements of students but also differences which can lead to them being
marginalised and left out of the science learning community. The classroom
pedagogy of science needs to “place considerable importance on caring student
teachers relationships and attend not only to the intellectual needs of students but
also to their emotional needs” (Lyons, 1990, p. 283). In the view of a female
teacher who teaches in a boys’ Junior Lyceum :