Michiel Dam
Assistant professor
- Name
- Dr. M. Dam
- Telephone
- +31 71 527 5190
- m.dam@iclon.leidenuniv.nl
- ORCID iD
- 0000-0003-2331-0194
Michiel Dam is an assistant professor at ICLON Leiden University Graduate School of Teaching.
Michiel Dam is an assistant professor at ICLON Leiden University Graduate School of Teaching, since 2017. In 2014 he received his PhD in STEM subject didactic research on the introduction of the concept-context approach for biology teachers in a dual track alongside teaching as a biology teacher in secondary education. Michiel then held two postdoctoral positions (Leiden University and the University of Amsterdam) in which he conducted mainly qualitative research on how teachers (in training) can activate and motivate students in a differentiated way in their daily teaching practice
His current focus is particularly on STEM subject didactic research, where, with the help of acquired grants and external funding, he conducts research on the central themes of teacher learning, teaching STEM subjects and the collaboration of teacher education and secondary schools.
Topics of his research:
- Domain-specific thinking and practices (subject perspectives) and how they can serve domain-specific reasoning in the STEM subjects, coherence in STEM education and learning progressions in the STEM subjects (e.g., how students can learn to think from big ideas in biology across grade levels, starting from entry in primary education and up to the end of secondary education);
- Effective ways to teach difficult content in the STEM domain (e.g., cellular respiration, fieldwork, controversial and/or sensitive topics);
- Effective, practical ways in which innovations in STEM subjects can be introduced in education;
- Hopeful climate education and how to activate young people as engaged problem solvers;
- How to link practice-based research in schools and the research being done in teacher education programs.
He is currently supervising three doctoral students in their research.
Assistant professor
- ICLON
- Onderzoek
- Kuijpers Alma J., Dam Michiel & Janssen Fred J. J. M. (2024), A systems thinking approach to capture the complexity of effective routes to teaching, European Journal of Education 59(2): e12623.
- Dam M. (15 January 2024), De evolutietheorie uitleggen: hoe doe je dat effectief?. [web article].
- Dam M. & Faes S. (2024), Diagnostische vragen in de betavakken: misvattingen opsporen en aanpakken [Diagnostic questions in science subjects: detecting and tackling misconceptions]. Leiden: Universiteit Leiden.
- Otter M. den, Kuijpers A.J., Dam M., Juurlink L.B.F. & Janssen F.J.J.M. (2023), A perspective for structure–property reasoning to explicate and scaffold thinking like a chemist, Research in Science Education : .
- Dam M. (3 November 2023), The pedagogy of hope in times of crises. The pedagogy of hope in times of crises. Leiden (ICLON, Leiden University). [blog entry].
- Otter M.J. den, Kuijpers A., Dam M., Juurlink L.B.F. & Janssen F. (2023), A perspective for structure–property reasoning to explicate and scaffold thinking like a chemist, Research in Science Education : .
- Kuijpers Alma J. Dam Michiel Janssen Fred J. J. M. (2023), STEM students’ career choice for teaching: studying career choice processes using personal projects, Teacher Development 27(2): 133-152.
- Janssen F.J.J.M. & Dam M. (2022), Een tweeluik: samenhang in de bètavakken, NVOX 4: 14-16.
- Dam M. & Janssen F. J. J. M. (2022), Samenhang in de bètavakken - Deel 2: samenhang tussen concepten en vakvaardigheden, NVOX 5: 50-52.
- Boer E. de, Janssen F.J.J.M., Driel J.H. van & Dam M. (2021), Perspective-Based Generic Questions as a Tool to Promote Student Biology Teacher Questioning, Research in Science Education 51(5): .
- Otter M.J. den, Dam M., Juurlink L.B.F. & Janssen F.J.J.M. (2021), Two design principles for the design of demonstrations to enhance structure–property reasoning, Education Sciences 11(9): 504.
- Dam M. & Janssen F.J.J.M. (2021), Modularity in teacher professional development - building blocks for bridging everyday teaching practices and reform ideals centered around whole tasks, Professional Development in Education : 1-18.
- Dam M. & Verberg C. , Didactiek komt voor techniek. Teaching and Teacher Learning. Bijdrage over uitgangspunten voor online onderwijs (ICLON). [web article].
- Dam M., Ottenhof K.W., Boxtel C.A.M. van & Janssen F.J.J.M. (2019), Understanding Cellular Respiration through Simulation Using Lego® as a Concrete Dynamic Model, Education Sciences 9(2): 72.
- Kuijpers A.J., Dam M. & Janssen F.J.J.M. (2019), Waarom wil Jessie bèta docent worden?, Didaktief 49(1/2): 46-47.
- Coskun B., Kuijpers A.J., Rooij E. van, Dam M., Fokkens-Bruinsma M., Goedhart M., Janssen F.J.J.M. & Vries M. de (2019), Onderzoek naar de vergroting van de instroom in de eerstegraads lerarenopleiding voor wiskunde, natuurkunde, scheikunde en informatica.
- E de Boer (2019), Ontwikkeling van agency van docenten-in-opleiding: een ecologisch perspectief [Ontwikkeling van agency van docenten-in-opleiding: Een ecologisch perspectief] (translation: Boer E. de Janssen F.J.J.M. Dam M. Driel J.H. van), Pedagogische Studien 96(6): 354-377.
- Dam M., Janssen F.J.J.M. & Driel J.H. van (2018), Attention to intentions - How to stimulate strong intentions to change, Research in Science Education 48(2): 369–387.
- Dam M., Janssen F.J.J.M. & Driel J.H. van (2018), Making sense of student data in teacher professional development, Professional Development in Education : .
- Dam M., Janssen F.J.J.M. & Van Driel J.H. (2016), Attention to intentions. How to stimulate strong intentions to change?, Research in Science Education : .
- Dam M., Janssen F.J.J.M. & Driel J.H. van (2013), Concept-contextonderwijs leren ontwerpen en uitvoeren – een onderwijsvernieuwing praktisch bruikbaar maken voor docenten, Pedagogische Studiën 90: 63-77.