Personal Information


Dr. Venance Amasi Timothy


Contact Address:

P.O Box 2329,Dar es Salaam,
Email: venancetimothy@yahoo.com

Phone: +255 763 046 227


Venance Timothy is a Lecturer in the Department of Educational Psychology and Curriculum Studies at DUCE. He conducts research in Learning and Instruction. Through research, he aims to foster Physics education through improving pre-service teachers training program. Motivated by developing teachers’ diagnostic competence in identifying pupils’ misconceptions in Physics at secondary schools in Tanzania, Venance dedicated his Ph.D research into investigating the effect of an instructional approach on enhancing pre-service teachers’ diagnostic competence through an intervention. He holds a Ph.D (Learning Sciences) from the Ludwig-Maximilians University of Munich (LMU) in Germany, Master of Education Science and Bachelor of Education in Science from the University of Dar es Salaam. Venance’s research interests include teaching effectiveness, independent study and inquiry learning. In collaboration with researchers from LMU and COSMA research group, he conducted a meta-analysis on studies that focused of fostering the development of diagnostic competences in Teacher and Medical Education. Venance is affiliated to the Munich Centre of the Learning Sciences (MCLS), and European Association for Research on Learning and Instruction (EARLI) organization. He wishes to join Special Interest Group of Inquiry Learning (SIG 20) in future. Venance won the DAAD-MoEVT Scholarship to study in Germany. He self sponsored for Master Degree at the University of Dares Salaam, and obtained loan from HESLB for his Bachelor of Education in Science degree at Dar es Salaam University College of Education (DUCE).


Area of Specialization and Research Interests

Learning and Instruction


  1. Facilitating diagnsostic competences in higher education: A Meta-Analysis in Medical and Teacher Education (Paper pubished online 03 July 2019 – Educational Psychology Review. https://doi.org/10.1007/s10648-019-09492-2)

  2. Facilitating diagnsostic competences by being told, seeing examples or solving a problem? A Meta-Analysis (Paper – presented at EARLI conference 2017)

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