Dr. Venance Amasi Timothy

Name
Venance Timothy

Academic Rank
Lecturer

Department
Educational Psychology and Curriculum Studies (EPCS)

Biography

Biography

Venance Timothy: Lecturer 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. 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 a Ph.D. candidate (Pascacie Nyirahabimana) at University of Rwanda College of Education, Rwanda. 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
  1. PhD study research project (2015 – 2019) at Ludwig Maximillian University (LMU), Munich in Germany. Meta-analysis on medical and education published articles on fostering diagnostic competences, and an Interventional study on enhancing pre-service teachers’ diagnostic competence.
  2. A multidisciplinary research project about enhancing competence-based teaching through school attachment programme. Multidisciplinary Competitive Research Grants of the University of Dar es Salaam 2020/2021, (PI).
  3. Global e-Schools and Communities Initiatives (GESCI) research project and Early Career Researchers (ECRs) research projects -Research fellow (April – June, 2022)

Publications

Publications
  1. 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
  2. Njiku, J., Kyaruzi, F., Timothy, V., Rukondo, N., & Haule, K. (2025). College tutors' and secondary school teachers' knowledge and perceptions of technology integration in teaching and learning. Journal of Educational Technology Development and Exchange (JETDE), 18(3), 170-185. https://doi.org/10.18785/jetde.1803.09
  3. 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
  4. 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.
  5. 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 Educ21, 1685–1702, https://doi.org/10.1007/s10763-022-10311-4
  6. 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
  7. Chernikova, O., Heitzmann, N., Fink, M.C. Timothy, V., Seidel, T. & Fischer, F. (2020)
  8. 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
  9. 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

  1. 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).
  2. Enhancing Pre-service Teachers Diagnostic Competence: Effects of Example-Based and Problem Solving Instructional Approaches (Poster – presented at EARLI  conference 2019 Aachen, Germany).
  3. 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

  1. Timothy, V. A. (2019). Enhancing pre-service teachers’ diagnostic competences inPhysics misconceptions at public universities in Tanzania. PhD thesis, University of Munich, Germany.
  2. 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.