Dr. Venance Amasi Timothy

Name
Venance Timothy

Academic Rank
Lecturer

Department
Educational Psychology and Curriculum Studies (EPCS)

Biography

Biography

Venance Timothy is a Lecturer for Science education in the department of educational psychology and curriculum studies at Dar es Salaam University College Education (DUCE). Venance holds Ph.D. (in the Learning Sciences) from the Ludwig Maximillian University (LMU) of Munich in Germany, Master of Education Science, and Bachelor of Education in Science from the University of Dar es Salaam, Tanzania. He conducts research in science education and educational psychology. His research areas of interest include learning and instruction, instructional design, technology integration, and curriculum practices in STEM education. Venance is dedicated to foster development of science education (physics) and pre-service teachers’ training programs at university level. He has been involved in a multidisciplinary research project as a principal investigator, a convener of the committee for development of Bachelor of Education in Physics degree program of the University of Dar es Salaam. Venance had been affiliated to the Munich Centre of the Learning Sciences (MCLS), and European Association for Research on Learning and Instruction (EARLI) organization. He has been external examiner of Pascacie Nyirahabimana, a Ph.D candidate at University of Rwanda College of Education, Rwanda. He also supervises Postgraduate students’ research projects in education at PhD level, masters, and postgraduate diploma in education. He has an experience in teaching postgraduate and undergraduate courses in science education and educational psychology for more than fourteen years.       

Contacts

Email:

Email Address
venance.timothy@duce.ac.tz

Mob:

Research Interest

Research Interest
Learning and instruction, instructional design, technology integration, and Curriculum Practices in STEM education

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Projects

Projects

January, 2020 – January, 2021:  Principal investigator (PI) of a multidisciplinary research project about enhancing competence-based teaching through school attachment programme.

  • Funding source: Multidisciplinary Competitive Research Grants of the University of Dar es Salaam 2020/2021.  

     

  • Research Project: Global e-Schools and Communities Initiatives (GESCI) research project:
  • Position: Research fellow in Global e-Schools and Communities Initiatives (GESCI) research project. Involved in the data collection through interviews at Ilala City, Temeke & Ubungo Municipals, Dar es Salaam, Tanzania.
  • Duration: April - May, 2022.
  • Research Project: Early Career Researchers (ECRs)
  • June - July, 2022: Research fellow in Early Career Researchers (ECRs) research project.

Involved in the collection of data through interviews at three public universities – Sokoine University of Agriculture (SUA), Ruaha Catholic University (RUCU), and Dar es Salaam University College of Education (DUCE).

Research project: PhD study 

Researcher: Venance Timothy

Duration: 2015 - 2019

Supervisor: Prof. Dr. Frank Fischer, LMU, German Telephone: +49-(0)89-2180-5146   

 E-Mail: frank.fischer@psy.lmu.de

-Meta-analysis on medical and education published articles on fostering diagnostic competences,

-Interventional study on enhancing pre-service teachers’ diagnostic competence. 

Publications

Publications

Timothy, V.  (2025). Supervision of Students’ Project Work in Science as Continuous Assessment and Project-based Learning: An Exploratory Study. African Journal of Research in Mathematics, Science and Technology Education, DOI: 10.1080/18117295.2025.2535079

 

Mbata, B., Timothy, V. & Maro, W. (2025). Effect of guided inquiry-based experiments on students’ acquisition of physics practical skills in ordinary level secondary schools in Tanzania. Papers in Education and Development. 42(2). 134 – 159, 

file:///C:/Users/Timoth%20Venancy/Downloads/ajol-file-journals_668_articles_291517_67dec8f1ec936.pdf

 

Timothy, V., Fischer, F., Watzka, B., R. Girwidz, & Stadler, M. (2023). “Applying Cognitive 

Load Theory in Teacher Education: An Experimental Validation of the Scale by Leppink et al.,” Psychological Test Adaptation and Development, vol. 4, no. 1, pp. 246–256, doi: 10.1027/2698-1866/a000052.

 

Timothy, V., Fischer, F., Watzka, B., Girwidz, R. & Stadler, M.(2022). Fostering Preservice 

Teachers’ Diagnostic Competence in Identifying Students’ Misconceptions in Physics. Int J of Sci and Math Educ 21, 1685–1702, https://doi.org/10.1007/s10763-022-10311-4

 

Timothy, V., Kyaruzi, F., Mwakabenga, R., & Rukondo, N. (2021). Enhancing Pre-Service Science and Mathematics Teachers' Competence-based Teaching through School Attachment. Papers in Education and Development, 39(2). 19 – 39 

https://scholar.google.com/citations?view_op=view_citation&hl=en&user=JJTsb_AAAAAJ&citation_for_view=JJTsb_AAAAAJ:u5HHmVD_uO8C

 

Chernikova, O., Heitzmann, N., Fink, M.C. Timothy, V., Seidel, T. & Fischer, F. (2020) 

Facilitating Diagnostic Competences in Higher Education—a Meta-Analysis in Medical and Teacher Education. Educ Psychol Rev 32, 157–196. https://doi.org/10.1007/s10648-019-09492-2

 

Timothy, V. A. (2019). Enhancing pre-service teachers' diagnostic competence in Physics 

misconceptions at public universities in Tanzania. Dissertation, LMU München: Faculty of Psychology and Educational Sciences. DOI: 10.5282/edoc.23840

CONFERENCE PROCEEDINGS/ WORKSHOP PAPERS

  • Can students apply scientific method in conducting Science projects: Insights from the focus group discussions and interviews (Paper – presented at EARLI conference 2024, Sevilla, Spain).
  • Enhancing Pre-service Teachers Diagnostic Competence: Effects of Example-Based and Problem Solving Instructional Approaches (Poster – presented at EARLI  conference 2019 Aachen, Germany).
  • Facilitating diagnostic competences by being told, seeing examples or solving a problem? A Meta-Analysis (Manuscript – presented at EARLI conference 2017, Tampere, Finland). 

 

MONOGRAPHS/ BOOK MANUSCRIPTS

 

  • Timothy, V. A. (2019). Enhancing pre-service teachers’ diagnostic competences inPhysics misconceptions at public universities in Tanzania. PhD thesis, University of Munich, Germany.
  • Timothy, V. A. (2011). An assessment of competence-based curriculum implementation in teaching and learning ordinary level physics: the case of Singida municipality, Tanzania. M.Ed.Sc Dissertation for Award Degree at University of Dar es
    Salaam.