Barry Fraser obituary: the science educator who enlivened learning environments for all

Barry Fraser had a distinguished career in academia that included more than 40 years at Curtin University, during which time he made an indelible mark as a leader, mentor and scholar.

Barry’s contributions to the field of education, particularly science education, are immeasurable.

Barry began his academic career at Macquarie University in New South Wales after completing his doctoral thesis at Monash University in Victoria. In 1982, he moved to the WA Institute of Technology (later Curtin University) to the school of education and, soon after, became director of the Science and Mathematics Education Centre. Barry was the youngest person to have been made a director at Curtin and was one of its first professors.

SMEC was the brainchild of Professor John de Laeter, then the head of the division of science and engineering, whose vision was to promote high-quality science and mathematics teaching in schools by encouraging practising teachers to pursue postgraduate studies. During his leadership, Barry worked tirelessly to ensure that de Laeter’s vision became a reality by delivering opportunities for academics, graduate students and schoolteachers to discover, explore and share valuable innovations in teaching and learning. Postgraduate classes and workshops designed to improve educational practices and student outcomes influenced numerous science teachers in WA over the years.

As the director of SMEC, Barry was instrumental in obtaining funding for and leading the National Key Centre for Teaching and Research in School Science and Mathematics at Curtin, the only federally funded national centre of excellence in education. The funding was received over nine years (1988-96) and recognised the need to provide increased opportunities for female students in science and mathematics. This funding allowed important work and research to be carried out to improve gender equity in school science and mathematics.

Barry’s hard and diligent work took SMEC and Curtin University to the international scene of science education. Barry was active in the National Association for Research in Science Teaching, based in the United States, and served as the organisation’s president in 1995-96, the first non-American president elected. Barry received 24 research excellence awards from US associations, including the award for distinguished contributions to science education through research from NARST in 2003, only the second Australian to do so. He was also the initiator of the Learning Environments special interest group at American Educational Research Association, and the initiator of Learning Environments Research journal, for which he was co-editor-in-chief until he died.

Barry’s work on classroom environments and educational measurement has shaped countless studies and influenced educators worldwide.

Barry’s pioneering research in learning environments, supported by very competitive grant funding from the Australian Research Council and other funding bodies, has had a profound impact in Australia and globally. His work on classroom environments and educational measurement has shaped countless studies and influenced educators worldwide. His publications have spanned hundreds of articles and book chapters. His book Classroom Environment (1986) was the first to be published in the field. Barry co-authored or co-edited nine other books.

Barry Fraser was known for his dedication to improving educational practices and outcomes and fostering the next generation of scholars.

He had a vision to bring the university to those people who wished to pursue doctoral degrees. This was significant given that, at that time, a person might be required to leave their job or even their country for three to four years to pursue a PhD. Barry brought the university to people in two ways. First, for international students from South Africa and Thailand, he initiated programs whereby they could come to Australia for coursework, then return home to collect data while they continued with their jobs, and later return to Curtin for periods of intensive writing. Second, he initiated what were referred to as SMEC nodes, where Curtin staff travelled to locations twice a year, such as in the US and Abu Dhabi, to provide intensive coursework and supervision.

Bringing the university to the people made a difference, not only to the individuals enrolled in the programs, but also to their families and communities.

These international programs built the human capacity of university science and mathematics academics, many from previously disadvantaged groups. Many of these international doctoral students, including Barry’s own, have become cutting-edge researchers in their own right.

Although devoted to his work, Barry always made time for his family and they enjoyed many wonderful holidays in Yallingup and, more recently, to overseas destinations.

He is survived by his wife Marilyn (nee Cox), daughters Michelle and Sally, and grandchildren Alyssa and Samuel.

Barry Fraser was always enthusiastic, supportive and incredibly generous in giving his time for the wellbeing of his colleagues.

He was an inspiration to many in the academic community and will be remembered for the lasting impact he had on their lives and careers. His passing is indeed a great loss, not only to his family and colleagues, but also for the science education community.

Barry Fraser

Science educator

Born: Melbourne, 1945

Died: Perth, aged 79