Enhancing Cambodian STEM Educators' Pedagogical Competence Through Integrating the Next Generation Science Standards, Cognitive Apprenticeship, and Claim–Evidence–Reasoning

Abstract

Background: Cambodian STEM educators require professional learning that supports inquiry-based teaching, scientific reasoning, and the classroom application of the Next Generation Science Standards (NGSS) and Claim-Evidence-Reasoning (CER) framework.

Aims: This study examined changes in educators' pedagogical knowledge, scientific reasoning, and instructional competencies following an integrated professional development program.

Methods: A quantitative single-group pre-test-post-test design was employed with 30 Cambodian STEM educators. Participants completed a two-day workshop structured through six Cognitive Apprenticeship processes: modeling, coaching, scaffolding, articulation, reflection, and exploration. They also engaged in authentic engineering design activities using creative circuits aligned with NGSS and CER. Data were collected before and after the workshop using a 14-item questionnaire rated on a five-point Likert scale. Descriptive statistics (means and standard deviations) were used to analyze the responses.

Results: Mean scores increased across all 14 items, with the overall mean rising from 1.98 at pre-test to 3.62 at post-test. Higher post-test ratings were observed for understanding NGSS three-dimensional learning, constructing CER-based scientific explanations, designing NGSS-aligned lessons, and applying science and engineering practices.

Conclusion: The findings indicate that participation in the workshop was associated with improved self-reported knowledge and pedagogical competencies. However, because the study did not include a comparison group, the observed changes cannot be attributed solely to the intervention. The integrated approach offers a promising model for future STEM teacher professional development in Cambodia, although further research using controlled designs and classroom-based outcome measures is needed.

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Author Biographies

Muhammad Usama Naveed, Central South University

Muhammad Usama Naveed holds a Master of Science in Mathematics from Central South University, China. He is a passionate educator, lifelong learner, and educational advocate dedicated to advancing learning outcomes and pedagogy. His academic and professional interests include Mathematics Education, Applied Mathematics, STEM Education, Pedagogical Innovation, Curriculum Development, Digital Learning, and Educational Technology.

Sanura Jaya, Asia e University (AeU)

Dr. Sanura Jaya is a Visiting Associate Professor at the School of Professional and Executive Education Development, Asia e University, Malaysia. Her research interests include STEM Education, Educational Technology, Artificial Intelligence in Education, Computational Thinking, Instructional Design, Curriculum Development, Digital Learning, Entrepreneurship Education, Teacher Professional Development, and Scientific Literacy.