Dayle Anderson

Dr Dayle Anderson profile picture

Senior Lecturer School of Education


Teaching in 2019

Research interests

Primary science and mathematics teacher education.


PhD, PGDEPD, BSc (Hons), Dip Tchg


Dayle teaches courses at both undergraduate and post-graduate level in science and mathematics education. She has a strong research interest in the development of teacher knowledge and beliefs. She is a committed pre- and in-service primary teacher educator with experience working in the science field and in primary teaching. As well as acting as a reviewer and consultant for the Ministry of Education and other organisations, Dayle has written primary teaching resources and textbook chapters for tertiary teaching students in both mathematics and science.

Current research

Dayle’s research interests have a sociocultural focus and centre firstly on primary science education. Current collaborative projects include research into ways to work with primary teachers’ beliefs about science, and participatory action research into the use of drama in developing children’s epistemological and substantive science understanding. Other areas of interest include culturally responsive and integrated approaches to teaching and learning.

Dayle enjoys post-graduate supervision at both Masters and PhD level and is keen to work with thesis students wishing to explore aspects of primary education, especially relating to mathematics or science education. Classroom based research is a special interest.

Featured publications

Anderson, D., & Moeed, A. (2017). Working alongside scientists: impacts on primary teacher beliefs and knowledge about science and science education. Science & Education, 26(3), 271-298.DOI 10.1007/s11191-017-9902-6

Anderson, D. & Baskerville, D. (2016). Developing science capabilities through drama: Learning about the nature of science through a guided drama–science inquiry process. set: Research Information for Teachers; 2016(1), 17-23.

Baskerville, D. & Anderson, D. (2015). Investing in the pretend: A drama inquiry process to support learning about the nature of science. set: Research Information for Teachers; 2015(1) 50-57.

Anderson, D. (2015). The nature and influence of teacher beliefs and knowledge on the science teaching practice of three generalist New Zealand primary teachers. Research in Science Education, 45(3), 395-423.



Teaching in 2019