Dr. David Anderson is a Professor in the fields of Visitor Studies, Museum Education and Science Education, and is the Director of the Master of Museum Education (MMEd) degree program at UBC. He has made significant contributions to these fields through initiating, reforming and strengthening collaborations between museums, schools and universities. Through these reforms his work has been instrumental in energizing the remarkable wealth of cultural, historic, and social significance represented in museum institutions. He is a Japan Foundation, Ritsumeikan and Unversitas 21 Research Fellow, and his research contributions span the Globe, but have had particular impact and relevance for the nations of Asia, including China, Malaysia, Thailand, India and Japan. He has worked on the leading edge of the trends in educational reforms in Asia, identifying the needs, working harmoniously within the changes, and bridging disconnected groups in ways that are yielding considerable benefits to education. His work is releasing and revitalizing the extraordinary educational wealth of culture and history held in museums throughout the World.
Anderson, D., Shimizu, H., Liu, Y., & Glover, R. (2021). Psychological factors influencing the vividness and affect of visitors’ recall of nostalgic life memories in museums. Current Psychology, 40, 3585–3595.
Anderson, D., Shimizu, H., & Iwasaki, S. (2021). Recollections of who we were: Nostalgic retrospective perceptions of Japanese society following a visit to a Shōwa-era museum. Curator, 64(1), 17-40.
Nashon, S. M., Anderson, D., Beru, K. F., & Ooko, S. (2021). Contextualizing science education as an engagement strategy for the African (Kenyan) learner. In A.A. Abdi (Ed.), Critical theorizations of education. (pp.116-128). Leiden, The Netherlands: Brill.
Shimizu, S., & Anderson, D. (2020). Long-term memories on visitors of world expositions: A brief review on the studies of memories of the world expositions in Montreal, Osaka, Vancouver, Brisbane, and Aichi, In Mayuko Sano (Ed). Expology. (pp.416-427). Shibunkaku Shuppan Co. Ltd: Kyoto.
Anderson, D., & Yamashita, S., (2020). My identity in the garden – Self reflections of expatriates’ garden visits. Journal of Museum Education, 45(2), 176-186.
Anderson, D., (2018). The role of the museums as sites for learning how to teach and change educational practices. In M. Yuasa (Ed.) Museum Informatics, Vol.5; Museum and Communication, Chap.2, (pp. 93-124). Tokyo: Jusonbo.
Anderson, D., & Shimizu, H., & Iwasaki, S., (2017). Memories of manga: Impact and nostalgic recollections of visiting a manga museum, Curator, 60(4), 505-525.
Anderson, D., (2017). The vital role of the “museum educator”: A call to further professionalize the field. Journal of Natural Science Museum Research, 2(1), 55-61
Ooko, S., Beru, F., Nashon, S., Anderson, D., & Namazzi, E. (2017). Contextualized science teaching and student performance: The case of a Kenyan girls science class. International Journal of Engineering Education.33(3), 1110–1116.
Anderson, D. (2016). Museums as sites for learning the art of education. In L. Avraamidou & W-M. Roth (Eds.) Intersections of formal and informal science, (pp. 166-177). New York: Routledge.
Anderson, D., & Shimizu, H., & Campbell, C., (2016). Insights on how museum objects mediate recall of nostalgic life episodes at a Shōwa era museum in Japan. Curator, 59(1), 5-26.
Ji, J., Anderson, D., & Wu, X., (2016). Motivational factors in career decisions made by Chinese science museum educators. Adult Education Quarterly, 66(1), 21-38
Anderson, D., de Cosson, A., & McInstosh, L. (2015). (Eds.) Research informing the practice of museum educators. Diverse audiences, challenging topics, and reflective praxis. Rotterdam: Sense Publishers.
Anderson, D., et. al., (2015). East African science teachers’ pedagogical transformations during and after enacting and experiencing student learning in a reformed contextualized science curriculum, Journal of Science Teacher Education, 26(7), 599-617.
Anderson, D., & Shimizu, H. (2015). Personal implications of specific long-term memories on social events: Retrospective and current memory of older Japanese adults’ experiences of visiting world expositions. The Japanese Journal of Psychonomic Science, 33(2), 167-175.
Nashon, S.M., Anderson, D., Okemwa, P., Kelonye, F., Ooko, S., & Ombogo, P., (2015). Student learning impact on science teachers’ teaching: The case of a form 3 science case in Kenya. Journal of Technology & Socio-Economic Development, 4(6), 32-38.
Anderson, D., Thomas, G. (2014). ‘Prospecting for metacognition’ in a science museum – A metaphor reflecting hermeneutic inquiry and questioning into metacognition in a new context. Issues in Educational Research, 24(1) 1-20.
Ji, J., Anderson, D., Wu, X., & Kang, C. (2014). Chinese family groups’ museum visit motivations: A comparative study of Beijing and Vancouver. Curator, 57(1), 81-96.
Kim, J., Anderson, D., & Scott, S. (2014). Korean elementary school students’ perceptions of interconnectedness to marine organisms. Asia-Pacific Forum on Science Learning and Teaching, 14(2), 1-14.
Shimizu, S., Yuasa, M., & Anderson., D. (2014). The significance of research on visitors’ long-term memories with nostalgic responses in socio-cultural history museums. Journal of Japan Museum Management, 18(1), 1-7
Anderson, D., (2013). Recognizing the significance of the professional museum educator in todays’ museum institutions. Journal of Japan Museum Management Academy, 17(1), 3-15.
Nashon, S.M., & Anderson, D. (2013). Interpreting student views of learning experiences in a contextualized science discourse In Kenya, Journal of Research in Science Teaching, 50(4), 381–407.
Nashon, S.M., & Anderson, D. (2013). Teacher change: The effect of student learning on science teachers’ teaching in Kenya. International Journal of Engineering Education, 29(4), 839–845.
Hunter, K., Mayer-Smith, J., & Anderson, D., (2013). A qualitative investigation of sustainability-oriented courses at UBC. The International Journal of Environmental, Cultural, Economic and Social Sustainability, 8(2), 93-104.
Anderson, D. (2012). A reflective hermeneutic approach to research methods investigating visitor learning. In D. Ash and L. Melber (Eds.) Methodologies for Informal Learning. (pp. 14 – 25). Rotterdam: Sense Publishers.
Anderson, D., & Shimizu, H. (2012). Memory characteristics in relation to age and community identity: The influence of rehearsal on visitors’ recollections of the 2005 Aichi World Exposition, Japan. Visitors Studies, 15(2), 186-202.
Briseno-Garzon, A., & Anderson, D., (2012). A review of Latin American perspectives on museums and museum learning. Journal of Museum Management and Curatorship, 27(2), 161-177.
Briseno-Garzon, A., & Anderson, D., (2012). “My child is your child”: Family behavior in a Mexican science museum. Curator, 55(2), 179-201.
Thomas, G., & Anderson, D., (2012). Parents’ metacognitive knowledge: Influences on parent-child interactions in a science museum setting. Journal of Research in Science Education, 43(3), 1245-1265.
Shimizu, H., Anderson, D., & Takahashi, M., (2012). Autobiographical memories of specific social events for older and younger adults: Context dependency of the Memory Characteristics Questionnaire on recollection of 1970 and 2005 Japan World Expositions. Japanese Psychological Research, 54(2), 182–194.
Ballantyne, R., Packer, J., & Anderson, D., (2010). Exploring the Impact of Integrated Fieldwork, Reflective and Metacognitive Experiences on Student Environmental Learning Outcomes. Australian Journal of Environmental Education, 26, 47-65.
Crider, S., Passmore, C., & Anderson, D., (2010). Learning on zoo field trips: The interaction of students’, teachers’, and zoo educators’ agendas and practices. Science Education. 93(1),122-141.
Kang, C., Anderson, D., Wu, X. (2010). Chinese perceptions of the interface between school and museum education. Cultural Studies of Science Education, 5(3), 665-684.
Kisiel, J., & Anderson, D., (2010). The challenges of understanding science learning in informal environments. Curator, 53(2), 181-189.
Anderson, D., Thomas, G.P., & Nashon, S.M. (2009). Social barriers to engaging in meaningful learning in biology field trip group work. Science Education, 93(3), 511-534.
Anderson, D., Nashon, S.M., & Thomas, G.P. (2009). Evolution of research methods for probing and understanding metacognition. Research in Science Education, 39(2),181-195.
Nashon, S., Anderson, D., & Nielsen, W. (2009). An instructional challenge through problem solving for physics teacher candidates. Asia-Pacific Forum on Science Learning and Teaching, 10(1),1-21.
Nielsen, W., Nashon, S., & Anderson, D. (2009). Metacognitive engagement during field-trip experiences: A case study of students in an amusement park physics program. Journal of Research in Science Teaching, 46(3), 265- 288.
Thomas, G.P., Anderson, D., & Nashon, S.M. (2008). Development and validity of an instrument designed to investigate elements of science students’ metacognition, self-efficacy and learning processes: The SEMLI-S. International Journal of Science Education, 30(13), 1701-1724.
Anderson, D., Piscitelli, B., & Everett M. (2008). Competing agendas: Young children’s museum field trips. Curator, 51(3), 253-273.
Anderson, D., & Gosselin, V. (2008). Private and public memories of Expo 67: a case study of recollections of Montreal’s World’s Fair, 40 years after the event. Museum & Society, 6(1), 1-21.
Hertzman, E., Anderson, D., & Rowley, S. (2008). Edutainment Heritage Tourist Attractions: A Portrait of Visitors’ Experiences at Storyeum. Journal of Museum Management and Curatorship, 23(2), 155-175.
Nashon, S., Anderson, D., & Wright, H. (2007). African ways of knowing, worldviews and pedagogy. Journal of Contemporary Issues in Education, 2 (2), 1-7.
Anderson, D., & Shimizu, H. (2007). Factors shaping vividness of memory episodes: Visitors’ long-term memories of the 1970 Japan World Exposition. Memory, 15(2), 177-191.
Anderson, D., & Shimizu, H. (2007). Memories of Expo 70: Visitors’ experiences and the retention of vivid long-term memories. Curator, 50(4), 435-454.
Anderson, D., & Nashon, S. (2007). Predators of knowledge construction: Interpreting students’ metacognition in an amusement park physics program. Science Education, 91(2), 298-320.
Briseno, A., Anderson, D., & Anderson, A. (2007). Adult learning experience from an aquarium visit. The role of social interaction in family groups. Curator, 50(3), 299-318.
Briseno, A., Anderson, D., & Anderson, A. (2007). Entry and emergent agendas of adults visiting an aquarium in family groups. Visitor Studies, 10(1), 71–87.
Wright, H.K., Nashon, S., & Anderson, D. (2007). Editorial: Re-thinking the place of African worldviews and ways of knowing in education. Diaspora, Indigenous and Minority Education, 1(4), 239-245.
Anderson, D., Lawson, B., & Mayer-Smith, J. (2006). The impact of extended practicum experiences in a marine science centre. Teaching Education, 17(4), 341-353.
Anderson, D., Kisiel, J., & Storksdieck, M. (2006). Understanding teachers’ perspectives on field trips: Discovering common ground in three countries. Curator, 49(3), 365-386.
Anderson, D., Zhang, Z., Chatterjee, S., Robin, R., & Aldrich, P. (2005). Punjab students’ perceived interest, knowledge and importance of science topics: Challenging outcomes from a front-end study. Visitor Studies, (8)2, 8-13.
Krmpotich, C., & Anderson, D. (2005). Collaborative exhibitions and visitor reactions: The case of Nitsitapiisinni: Our Way of Life. Curator, 48(4), 377-405.
Hisasaka, T., Anderson, D., Nashon, S., & Yagi, I. (2005). Research regarding children’s metacognition in physics learning environments: Using cognitive psychology to improve physics education. Physics Education in Tohoku, 14, 69-74.
Nashon, S., & Anderson, D. (2004). Obsession with ‘g’: A metacognitive reflection of a laboratory episode. Alberta Journal of Science Education, 36(2), 39-44.
Hisasaka, T., Anderson, D., Nashon, S., Shigematsu, K., Watanabe, E., Yagi, I., & Hatakeyama, S. (2004). Recognition of amusement park as a studying space. Physics Education in Tohoku, 13, 31-34.
Anderson, D. (2003). Visitors’ long-term memories of World Expositions. Curator, 46(4), 400-420.
Anderson, D., Thomas, G.P., & Ellenbogen, K.M. (2003). Learning science from experiences in informal contexts: The next generation of research. Asia-Pacific Forum on Science Learning and Teaching, 4(1),1-6.
Anderson, D., Lucas, K.B., & Ginns, I.S. (2003). Theoretical perspectives on learning in an informal setting. Journal of Research in Science Teaching, 40(2), 177-199.
Anderson, D., & Zhang, Z. (2003). Teacher perceptions of field trip planning and implementation. Visitor Studies Today, 6(3), 6-12.
Dierking, D., Falk, J., Rennie, L., Anderson, D., & Ellenbogen, K. (2003). Policy statement of the “Informal Science Education” Ad Hoc Committee. Journal of Research in Science Teaching, 40(2), 108-111.
Anderson, D., Piscitelli, B., Weier, K., Everett, M., & Tayler, C. (2002). Children’s museum experiences: Identifying powerful mediators of learning. Curator, 45(3), 213-231.
Piscitelli, B., & Anderson, D. (2001). Young children’s perspectives of museums settings and experiences. Museum Management and Curatorship, 19(3), 269-282.
Anderson, D., Lucas, K.B., Ginns, I.S., & Dierking, L.D. (2000). Development of knowledge about electricity and magnetism during a visit to a science museum and related post-visit activities. Science Education, 84(5), 658-679.
Piscitelli, B., & Anderson, D. (2000). Young children’s learning in museum settings. Visitor Studies Today, 3(3), 3-10.