Cross-Cultural Biology Teaching Using Next-Generation Science Standards

Abstract

This study explored Next Generation Science Standards (NGSS) in cross-cultural biology teaching through collaborative lesson studies involving educators from the USA and the Philippines. We employed grounded theory and examined iterative feedback processes during lesson development to refine learning exemplars. Learning exemplars validation affirmed their alignment with both NGSS and the Philippine science education frameworks, ensuring cultural relevance and educational rigor. Five key themes were identified as pivotal: retrieval of prior knowledge, fostering meaningful learning experiences, enhancing memory and retention, fostering active engagement, and cultivating critical thinking skills—integral for developing culturally responsive curricula. Moreover, students became independent learners, responsible for their learning, reflective and critical thinkers, problem solvers, inquiry-oriented, creative, collaborative communicators, modelers, data analysts, persistent, adaptable, and self-directed. Implications include enhancing educational policies to support cultural diversity and integrating cross-cultural learning exemplars to enhance global teaching practices. This study underscored the transformative potential of cross-cultural collaboration in advancing science education, fostering engaging learning environments, and preparing students for global citizenship.

1. Introduction

Since 1901, the Philippines and the United States of America (USA) have maintained a longstanding alliance in education [1]. Scientific evidence supports the importance of partnership by fostering collaboration, innovation, and resource sharing [2]. Thus, partnerships can drive progress, address complex challenges, and create a more equitable and sustainable world. However, there is an educational gap between the partnerships [3]. Educational gaps, for instance, can undermine the effectiveness of partnerships. If they persist, these gaps may widen student learning and achievement disparities, hindering effective communication and collaboration among allied parties.

Moreover, Filipino learners ranked last in science based on Trends in International Mathematics and Science Study (TIMMS) 2019 [4]. On the other hand, as the 2019 TIMMS concluded, learners of the USA had higher average scores than other nations that engage in this international assessment [5]. TIMSS, an international academic assessment, reflects educational gaps that can compromise the effectiveness of partnerships in achieving their goals. Contributing factors may include differences in learners’ competencies, divergence in epistemic practices, variations in educators’ pedagogical strategies [6], and a mismatch between human capital skills and industry demands [7]. Applying cross-cultural strategies can cultivate relevant and practical international skills.

A cross-cultural strategy can significantly address issues stemming from educational gaps [8] and disparities in international assessments [9]. This approach fosters epistemic dialogues among partners from diverse cultural backgrounds [10], promotes culturally responsive strategies, and strengthens collaboration through mutual respect and shared goals [11]. By integrating diverse cultural perspectives [12], a cross-cultural approach encourages more holistic views and collaborative discussions (i.e., lesson study) from various cultural contexts to enhance the teaching-learning process. Such experiences contribute to developing cross-cultural competence, equipping individuals and groups with the ability to adapt and connect globally [13]. Cross-cultural competence encompasses multicultural knowledge, skills, and attitudes from various cultures [14].

This research explored how cross-cultural biology teaching can offer practical opportunities to address curriculum gaps and align with educational standards, ultimately enhancing student learning outcomes. The primary research question was: How did insights from lesson study influence student performance, particularly in bridging these curricular gaps?

Background of the Study. Cross-cultural teaching is a pedagogical strategy that integrates diverse cultural perspectives, experiences, and knowledge to foster an equitable learning environment [15]. It influences teaching and learning by emphasizing a deep understanding of various perspectives, innovating pedagogical strategies to meet learners’ needs, and incorporating culturally relevant instructional content and materials into learning activities [16]. This approach enhances students’ learning by increasing both local and global competitiveness, improving engagement, motivation, and critical thinking, and fostering global citizenship in an interconnected world [17]. Despite its numerous benefits, cross-cultural teaching presents particular challenges. Educators must be culturally competent and equipped with the necessary pedagogical skills to implement cross-cultural strategies effectively [18]. The intended curriculum should be culturally relevant and responsive to students’ learning needs [19], and the classroom environment must support diversity and equity [20]. As such, policymakers, district supervisors, and school administrators must prioritize investments in professional development to equip teachers with the tools for effective cross-cultural teaching [21]. Cross-cultural biology teaching can be an international benchmark for improving epistemic practices, particularly in first-world countries like the USA.

Theoretical Background. The present study utilized the Next Generation Science Standards (NGSS) as a framework for cross-cultural biology teaching. NGSS, a K-12 science education standard from the USA, aims to deepen students’ understanding of science content, engage them in scientific practices, and enhance their ability to apply knowledge to real-world problems [22]. The scope of the standards includes (a) disciplinary core ideas, which highlight the essential knowledge that students, as scientists, should acquire; (b) science and engineering practices, emphasizing the skills students, as scientists, must develop; and (c) crosscutting concepts, which stress the connections students, as scientists, must make across disciplines [23,24]. Adopting such a comprehensive and rigorous educational framework is critical for addressing disparities in science epistemic practices and promoting equity in science education [25,26].

The disciplinary core ideas encompassed physical sciences, life sciences, earth and space sciences, and engineering, technology, and applications of science [27], making NGSS inherently interdisciplinary. Additionally, the science and engineering practices adhered to several guiding learning principles: (a) students must engage in the eight practices for each grade band (K-2, 3-5, 6-8, 9-12), with these practices interconnected and purposefully overlapping [28]; (b) student learning activities should reinforce the application of science and engineering concepts [29]; (c) emphasis should be placed on the significance of what students can perform [30]; and (d) classroom dynamics must foster student participation in science discourse [31]. The crosscutting concepts unify the core ideas of science and engineering practices, promoting a cohesive and integrated perspective [32].

The Philippine science curriculum offers a significant opportunity for improvement [33]. Incorporating the NGSS framework enhances the curriculum practices. Fostering more advanced learning experiences, deepening students’ understanding, and supporting the development of essential skills [34]. The NGSS provides a robust model for advancing cross-cultural teaching practices, facilitating the alignment of science education methodologies between the Philippines and the USA. Such alignment can improve educational outcomes by promoting shared best practices and boosting global competitiveness.

2. Materials and Methods

2.1. Research Design

In this study, we employed a grounded theory research design, a qualitative methodology that systematically generates theory from data gathered through interviews, observations, and other qualitative methods [35]. This process involves iterative data collection, analysis, and theory development cycles. By grounding the study in symbolic interactionism [36], we aimed to develop a theory derived from textual data [37] that explained the social phenomenon in alignment with our research strategies. This rigorous process enabled us to effectively identify, examine, and explore significant insights, thereby providing a comprehensive understanding of the research topic and contributing to the theoretical development in the field [38,39].

2.2. Research Strategies

We employed a two-pronged strategy in this research, focusing primarily on lesson study and implementing cross-cultural biology teaching. Mutualistic and reciprocal dialogue enhances cross-cultural collaboration, strengthening the effectiveness of these activities [40]. We used lesson study as a powerful tool to enrich cross-cultural teaching practices, offering unique and meaningful learning experiences for diverse participants [41]. This process fostered interpersonal relationships and a shared understanding of teaching and learning practices among educators [42]. Typically, a group of three to eight teaching practitioners and experts conduct this activity, working together to address common challenges in teaching. We shared and discussed the insights from member assessments in an open forum [43].

The lesson study development process comprised several key stages: (a) formulating goals for student learning development, (b) selecting and planning the lesson for study, (c) conducting the research lesson, led by a team member while others observe and assess it, and (d) reflecting on the data gathered to refine and improve the lesson, thereby enhancing student learning [44]. We implemented lesson study to foster professional communities of practice, where teachers could share experiences, engage in collaborative learning, and develop a shared commitment to cross-cultural teaching [41]. By integrating insights from lesson study, teachers could design more culturally responsive and engaging activities in cross-cultural biology teaching. This process empowered educators to effectively oversee the curriculum implementation and optimize its application in diverse educational contexts [45]. Consequently, this approach facilitated the development of student knowledge and skills, deepened understanding of varied educational settings, and enriched both teaching and learning processes.

2.3. Research Participants

The participants in the lesson study comprised four educators coded as teacher zero, one, two, and three. Teacher Zero was the lead researcher and facilitator. While the other three teachers were proficient teaching practitioners and experts in their respective schools. Proficient teachers have professional autonomy in using competencies essential to the teaching and learning process [46]. As shown in Figure 1, this contained the profile of selected participants. Wherein teacher one is an expert with a doctor’s degree in science education. He taught science for six years; teacher two is an NGSS practitioner-educator in the USA. He has been a seasoned teacher for 11 years with a master’s degree in educational administration, and teacher three has been a reputable educator for seven years in the Philippines, using the Philippine science education curriculum in teaching science for educational institutions. Teachers one and three were both familiar with the usage of NGSS. To create a cross-cultural pedagogy, teacher two helped the other educators transform their epistemic practices by enriching them using NGSS. Figure 2 presents the lesson study that fortified learning exemplars through the infusion of cross-cultural biology teaching practices.

Benefits of lesson study with a team of diverse experts in education. Each teacher brings unique knowledge and skills to the team, creating a well-rounded perspective on education. The team can benefit from each other’s expertise and experiences, leading to shared growth and development. Moreover, there will be enhanced curriculum development and epistemic practices given that a Filipino educator can ensure that the curriculum is relevant and culturally appropriate for Filipino students, an NGSS practitioner-educator can help align the curriculum with the latest standards and best practices in science education, and a science education expert can ensure that the curriculum is scientifically accurate and rigorous. Through this collaboration, there will be enhanced professional development emphasizing continuous learning and the cultivation of a supportive environment.

2.4. Research Materials

Lesson study protocol. We developed this protocol containing (a) a training plan with a Gantt chart of activities; (b) a document with guide questions for accepting the reviewers’ insights; and (c) modified Educators Evaluating the Quality of Instructional Products Rubrics (EQuIP) Rubrics. An assessment tool contained criteria to assess the degree to which learning exemplars adhered to the Next Generation Science Standards (NGSS) [47] and a checklist for alignment to Philippine science education. This checklist ensures the alignment of learning exemplars with Philippine science education.

Lesson Exemplars. During the lesson study, we developed these exemplars following the 5Es inquiry-based instruction—Engage; Explore; Explain; Elaborate; and Evaluate [48]. Past studies found that inquiry-based instruction, such as laboratory experiences, revealed improvements in learners’ science literacy, process skills, and confidence in doing science [49].

Teaching observation protocol. During cross-cultural teaching, we utilized this protocol to determine the manifested learners’ performances using the cross-cultural lesson examples (see Figure 3).

2.5. Research Implementation

Figure 4 presented the implementation, which was comprised of two phases based on two strategies. Lesson study development as phase one comprised an introduction, preliminary assessment of learning exemplars, documentation and compilation of assessment, presentation of reviews, redevelopment of the materials, reevaluation of the materials, collection of final reviews, and finalization of improved learning exemplars. Furthermore, we observed the students’ interactions before implementing the improved learning examples. This was to provide a basis before the actual cross-cultural biology teaching implementation would occur. Also, to explore how the diversity of interests and abilities within the same class would be addressed. This helped us to differentiate activities by tailoring the prepared learning activities to meet the needs of all students. Primarily, cross-cultural biology teaching implementation as phase two was centered on observation of grade nine students: (a) initial observation of grade nine students before the intervention, then (b) observation during the intervention. This observation particularly highlighted the manifest behavior because of the intervention. Moreover, the purposefully selected participants were grade nine students taking science as specified in their intent curriculum. Grade nine level was selected because high school is a crucial stage for learners to build their interest and competencies in their future courses and/or careers [50]. We used the improved learning exemplars to capture students’ performance.

2.6. Data Collection, Analysis, and Presentation

During phase one, after the Zoom meetings, we transcribed the exchange of ideas and arguments. Then, we coded the recordings and assigned the coded parts with episodes. Furthermore, specific episodes were purposefully highlighted and selected because these were iterative insights for the development of lesson exemplars. These identified important insights were specifically focused on the epistemic practices for cross-cultural biology teaching. Then, these were synthesized into themes that became pivotal in the development of cross-cultural learning exemplars.

Furthermore, during lesson study, it was noteworthy that competencies and epistemic practices were recognized as distinct between the Philippines and the USA science curriculum. Wherein, the USA frequently provides learning activities focused on the usage of higher-order thinking skills and integrated science process skills. While the Philippines focused on lower-order thinking skills and basic science process skills.

Moreover, in phase two, our role was to utilize the developed lesson exemplars to impart cross-cultural biology teaching. While other educators in lesson study engage in active observation between the teacher and the students. Qualitative data came from transcribed anecdotal recordings of interactions. This was to capture students’ performance. Also, the data were supported with the outputs of the class. Also, we have recognized their disciplinary core ideas, science and engineering practices, and cross-cutting approaches to learning.

The qualitative data were analyzed through a dialogic analysis protocol [51]. To consider being a multi-voiced and co-constructed lesson study, we focused on the insights and perspectives of narratives of the activity. The protocol’s steps were (a) data collected from transcribed interactions; (b) identifying the key dialogues based on the recurring insights; (c) interpretation of the shared insights; (d) validation through peer reviewing; and (e) data presentation and discussion.

In the lesson study, data were documented using a comic strip. In the cross-cultural biology teaching, we quoted specific narratives from the students reflecting the insights ascertained during the lesson study. And we supplement the data with the learning artifacts indicating the manifested students’ performance.

3. Results and Discussion

The dialogic analysis during the lesson study revealed themes: (a) retrieval of prior knowledge; (b) meaningful learning experiences; (c) improvement of memory and retention; (d) fostering engagement in learning; and (e) development of critical thinking skills.

On the other hand, after lesson study, iterative themes and epistemic practices of the Philippines and the USA were incorporated into developed learning exemplars; these were used in implementing cross-cultural biology teaching. Through dialogic analysis, we ascertained those learners became independent learners, responsible for their learning, reflective and critical thinkers, problem solvers, inquiry-oriented, creative, collaborative communicators, modelers, data analysts, persistent, adaptable, and self-directed.

3.1. Retrieval of Prior Knowledge

Figure 5 emphasized linking statements and bridging students’ prior experiences. Teachers can guide students’ conceptual growth by scaffolding their thinking, helping them build on existing knowledge, and facilitating a more robust understanding of new concepts.

During implementation, we observed students wondering why the puzzles assigned to them had peculiar titles. Students referred to their notes about Mendelian inheritance. Student 5 asked, “Why is this codominance (he was referring to the title of their assigned puzzle) but it seemed the same concept of heterozygous as the previous lesson they had (he was referring to their Mendelian topics before)”. To further stir their curiosity, we provided them with clues to link them to the peculiarity of the new learning opportunity we provided.

Then, as they solved the “Genesaw” puzzle, some students shared ideas about Mendelian inheritance, its methods, and concepts they could use to solve the puzzles. Student 16 said, “We can use the probability because it shows the chance”. He was referring to the mathematical operation they had learned in Mendelian inheritance. Gradually, they found themselves engaged in a new lesson, the non-Mendelian inheritance. Figure 6 presented students’ output of their “Genesaw puzzle: Codominance”. We learned that students can intentionally ask questions and define problems to enlighten their understanding. We ascertained that the class were independent learners and responsible for their learning.

In the meaningful verbal theory [52], linking past lessons to current topics strengthened learning. They started to wonder why there seemed to be a difference in what they already knew about the Mendelian compared to the puzzles they were solving. Through their knowledge base, they were able to broaden and deepen their understanding of genetics.

In insight learning theory [53], this conveyed that learners tend to have an epiphany regarding the relationship between an issue and an applicable remedy. Therefore, pupils would need to organize their thoughts independently. This would allow them to create new organizations and reflect on their thinking [54]. Learning may happen when someone understands how the components relate to each other. Spontaneously, more significant insights will appear in their minds, resulting in enhanced thinking skills.

Figure 7 emphasized that new concepts should be integrated into their knowledge base. Learners can become successful in constructing knowledge if he/she can widen and/or deepen their understanding by creating bridges between past experiences and new ones.

As shown in Figure 8, students compared specific concepts between Mendelian and non-Mendelian inheritance. For example, students said, “Heterozygous in complete dominance, the dominant gene is expressed right away, while in heterozygous in codominance, both alleles will be expressed since both are dominant”. From time to time, we observed that they draw tables in their notebooks to write all the facts and concepts they know and compare them with the new ideas they gathered.

Furthermore, they tend to recognize the inconsistencies between their prior experiences and the present ones. Hence, they try to realign or correct their understanding to resolve the inconsistencies. Students made sense by asking questions about non-Mendelian inheritance. One of the creative questions was, “What if his parents both have blood type A, is there a possibility for their child to have blood type B?” This question meant that she understood the concept clearly about Multiple Alleles. She wondered about the possibility of a certain event since it was beyond the multiple allele concept that she understood. Moreover, our response was, “Yes, that is possible. That phenomenon is called the Bombay phenotype”. Then, we learned from her that she extended this new information she received by researching it more on the internet. We discovered that learners can be able to construct explanations with the aid of their prior learning experiences. Also, we ascertained that learners were problem solvers and reflective thinkers.

According to the subsumption theory [52], it emphasizes that new concepts should be integrated into their knowledge base. When students link prior events with new ones, they are building successful knowledge—that is, deepening their understanding. This assimilation and accommodation of schema was aligned with the cognitive development theory [55]. Hence, teachers should create learning opportunities to guide the learners in linking their experiences because there will always be continuous learning, relearning, and unlearning knowledge and skills.

Moreover, teachers could foster cognitive process development by being sensitive to learners’ needs, feelings, and previous experiences [56]. These can be addressed if teachers provide developmentally appropriate and challenging learning activities. Also, giving timely and constructive feedback. In the theory of formative assessment [57], learners should know what needs to be corrected, created, and improved. If students continuously act without reflecting on their actions, they can repeat the same mistakes or learn without realizing they are improving. Making the learners realize they are doing well reinforces their positive attitude toward learning.

3.2. Meaningful Learning Experience

Figure 9 highlighted the importance of determining when to shift from teacher-centered to learner-centered, and vice versa in fostering meaningful learning experiences. Teachers must be effective facilitators of learning by carefully scaffolding the learners by considering the level of competencies they have. Thus, educators would be more aware of when transitioning from a teacher-centered to a learner-centered approach.

Students defined problems on how to solve the puzzle. Frequently, they asked us why the puzzles were incompatible with what they had previously learned in Mendelian inheritance. Then, we provided them with guiding questions. From time to time, we gave them brief information, especially if we observed that they were veering away from the goal. This enables us to evaluate and guide their learning process in achieving intended outcomes.

Eventually, students continued to solve the puzzle by trying to answer the guide questions and giving each other feedback. Student 17 emphasized, “the prefix of co- means together or combine. Because they both have dominant alleles, red and white. Moreover, both alleles combine in codominance”. Figure 10 shows the student attempting to analyze by connecting the findings and using his syntactic ability with the puzzle.

Moreover, the learners conversed with their groupmates by connecting their prior experiences in Mendelian genetics, recalling their previous activity on day one, and integrating these past concepts into our present discussion. Also, we often asked them for examples after each concept. Gladly, some students shared their observations based on their experiences in providing elaboration by citing real-life examples. Occasionally, they referred to their notes or books to clarify their understanding. However, when they were confident that they had a correct answer in their minds. Sometimes, they voluntarily add further information to a specific lesson during our class discussion. There was a part of the classroom activity where we engaged them to brainstorm and justify the reason behind the data gathered from local research about blood types. We observed that they were very eager to share ideas and argue with their classmates in knowing the reason behind it. We observed that learners can engage in scientific arguments from evidence. Also, we ascertained that they were collaborative communicators and reflective thinkers.

In the Socratic method [58], let the learners ask and define the wonders and concerns, for it may contribute to the body of knowledge and generation of understanding. Through the constructivist lens [55], learners can take care of their thinking because learning is an active process. Students can create an understanding that makes sense [59]. If the classroom is designed to help the pupils grasp and retain the concepts efficiently, the learning process that must be applied will promote independent thinking. They will not be guided throughout their whole life. Hence, students must understand that to be successful in life, they must be responsible with their learning because it is part of their holistic development to become productive individuals and well-equipped to take on the challenges in life.

Figure 11 presented the significance of contextualizing the learning experiences to be applicable and relatable to their lives. To achieve this, our classroom must provide learning activities that have real-life applications.

Students recalled their learning experiences to help them in the sensemaking of the phenomena. Student 7 said, “In multiple alleles, more than one allele is present and there can be numerous of it. Unlike in law of segregation that has one allele”. Also, other students shared ideas. Student 7 asked their other classmates, “When you use the prefix CO-, it means together or join or combine. Why is it combined?” Student 4 answered, “Because the two dominant alleles combined”. This scenario conveyed that learning is a social process in which we can generate knowledge through socialization. Also, we observed that some students shared real-life examples where they observed these non-Mendelian concepts.

Moreover, as shown in Figure 12., students planned and designed a mind map. Other students used pens, colored markers, rulers, pencils, and crayons. Students made sense using their developed mind map by building on each other’s ideas. For example, in one of the learners’ conversations, “In mendelian, there is always a single pair of allele that can be either dominant or recessive”. With these comments, another student asked, “Is it okay to compare the concepts of non-mendelian with mendelian inheritance?” Then we answered, “Yes, you may put broken lines to show a comparison between the two concepts if you like”. This conversation showed the willingness of the learners to go beyond the current concept. In addition, they want to connect the present concept with their past learning experiences. Furthermore, students shared in the class that what they were learning could be applied in real life since they wish to pursue medical courses in the future. We determined that students could develop and use models such as mind maps to communicate their knowledge effectively. Also, we ascertained that learners were creative, inquiry-oriented, and modelers.

In socio-cultural theory [60], learning development is reinforced through language and social interaction. We noticed that since the students were all Filipinos who spoke the same language, it became easier to participate with their classmates during their brainstorming. Also, we observed that students love to conduct group work activities. Hence, we created an activity in which they will create a mind map together.

Furthermore, in meaningful verbal learning theory [52], the importance of using advanced organizers is to give students a mental picture of their learning. Utilization of advanced organizers is effective in strengthening the conceptual understanding of the learners [61]. As facilitators of learning, we must find ways for the students to grasp the lessons efficiently and with less stress. These advanced organizers enhance cognitive structures and processes by interrelating ideas cohesively, particularly incorporating real-life insights.

3.3. Improvement of Memory and Retention

Figure 13 stressed that learners retain more information if they are directly involved in the learning experiences. Designing and implementing classroom activities that directly engage learners enhances the enjoyment and significance of the experiences.

Students presented their thoughts to the class. We ensured that they were responsible for elucidating the provided concepts. For example, a student said, “Based on the question with both contrasting phenotypes, it is codominance since has the same dominant. That is why, both alternating phenotypes appear”. Furthermore, as presented in Figure 14, students built on each other’s ideas. Student 11 said, “OO genotype has blood type O”. Student 2 added, “One AO, one BO, one AO, and one BO. Therefore, ½ AO, and ½ BO will be present in the crossing between blood type AB and O”. In these scenarios, students supported each other with relevant information. We recognized that students could perform computational thinking, such as applying probability. Also, we ascertained the students were data analysts, adaptable, and self-directed.

In social constructivism [60], knowledge is not just represented in an individual’s mind; instead, it is shared with others in a social context. Constructivism in the classroom aims to help students become more knowledgeable, cultivate critical thinking abilities for inquiry, and form insights and judgments about the world in which they live [62]. We must perceive our classroom as where a community of learners exists. Hence, we must provide learning opportunities for them to cooperate and collaborate to analyze, synthesize, and discover things by themselves. As facilitators of learning, we are responsible for giving them meaningful experiences. When students see that, they become motivated to be part of their peers’ gained knowledge and skills. The learning process becomes personalized and authentic because they can see themselves completing the activities.

Figure 15 shows that the teaching experts believed that anchoring the lesson to the experiences and lives of the students would strengthen memory and retention. Doing a worthwhile activity relevant to their lives could yield more learning experiences. Creating more synapses in their brains could lead to more connections and associations with their previous brain synapses.

As the students created the puzzle, they planned and analyzed it by applying the probability they learned from their previous learning experiences in Science and Mathematics. Hence, students used probability to calculate the chance of the resulting offspring of the given puzzle. Then, each group built on each other’s ideas to solve why the puzzle title assigned to them was named like that. Student 18 said, “AB has a blood type AB, BO is blood type B”, Student 15 added, “AO is blood type A and OO is blood type O”, and Student 2 conveyed, “Since it has different alleles, that is why it is multiple alleles because it has numerous alleles”.

Additionally, students make sense using probability by getting the genotypic and phenotypic ratios of the resulting offspring of the puzzle. Then, they calculated the percentage to know the possibility of producing an offspring of pink, white, and red, or blood type AB and other possible offspring to their assigned puzzle. Moreover, as presented in Figure 16, students constructed and elaborated on their explanations through the output. They expounded their idea by communicating the information they gathered from the puzzle and connecting them to their lives by providing examples based on their experiences. The group emphasized, “There are four C^rC^w. That is why there are four heterozygous”, and “The phenotype of heterozygous is pink as intermediate phenotype since it is incomplete dominance. This is observable in the Bougainvillea plants”. We discerned those learners can analyze and interpret data. Also, we determined that the class was inquiry-oriented, critical thinkers, and collaborative communicators.

In pragmatism [63], learned theory should be applied to practice. In this way, understanding of a body of knowledge could be more profound and more comprehensive since it is utilized and integrated with our previously gained competencies.

Students must engage in activities where they can use their knowledge and skills to assess, reflect, and share their insights with their peers to transform their understanding, principles, and learning experiences. Furthermore, when they were explaining, they utilized their drawing on the manila paper and discussed it verbally with gestures. Then, they scientifically argued about why it was called “incomplete dominance”, “codominance”, and “multiple alleles”. If they can apply and share what they have learned by collaborating with their peers, they would more benefit from science learning. Since they can reflect on their learning through teaching their classmates and analyzing the concepts together. Also, by supporting each other with constructive arguments, and adding relevant insights, it will create a strengthened knowledge of the lesson because it immerses them directly and collectively in seeking the truth.

3.4. Fostering Active Engagement

Figure 17 presents the value of chunking information to reduce cognitive load and maintain classroom interactions. Thoughtfully designed learning activities with manageable chunks of information facilitated better engagement and reduced cognitive stress, allowing students to focus more effectively on the learning tasks.

Students participated in the prepared learning activities. Wherein the engage and explore activities occurred on the first day. The engage activity comprised a quiz game activity entitled “GeneTic-Tac-Toe”. This activity had questions about the Mendelian inheritance they studied in grade eight. This activity was for an assessment of their prior understanding. The explore activity was comprised of a collaborative activity entitled “GeneSaw Puzzle”. This activity encouraged them to apply probability to explain the puzzles connected to non-mendelian inheritance. The explain activity was an active class discussion wherein students asked questions to clarify evidence to explain non-mendelian inheritance in expressing possible traits in a population. It occurred on the second day. The elaborate activity was a collaborative activity wherein students developed a mind map to explain the non-Mendelian inheritance. It was conducted on the third day. The evaluation activity was a quiz game wherein students could construct scientific arguments, presented in Figure 18, to explain non-mendelian inheritance. It occurred on the fourth day as the culmination of their non-Mendelian inheritance lessons. Throughout the activities, we witnessed that the class could construct explanations and design solutions. Also, we ascertained that students were collaborative communicators, persistent, and problem solvers.

Chunking theory [64] conveys that every individual has a specific capacity for interacting and processing knowledge. Therefore, we must design our learning activities that will not overload learners with numerous information and get rid of unnecessary materials or details. In this way, there will be less cognitive stress, and their attention will be maintained. Indeed, chunking is one of the teaching strategies to foster engagement because it breaks up the concept into bits of information that are mentally digestible by students [65].

Figure 19 presents the two educators carefully considering the required competencies of the learners who will participate in the activities. Teachers should address the predisposition to learn from the students. Learners’ cognitive abilities must be aligned with learning opportunities to ensure success. That is why it is crucial to know the readiness of the students to achieve the expected outcomes.

Before the cross-cultural biology teaching implementation, we gave a diagnostic assessment to know if they had the knowledge and skills necessary for the prepared learning activities. Then, we crafted the classroom opportunities based on the results. We learned that our prepared puzzle activity should require detailed guidelines to scaffold meaningfully their past competencies.

Then, learners solve the puzzle by carefully understanding the instructions. We noticed that every group formed a dialogue with their peers. They brainstormed and figured out how to apply their previous learning experiences in Mendelian genetics to solve their assigned puzzle. A student said, “We use probability because it shows the chance”. The student referred to the mathematical operation they learned in their mathematics that they applied in studying the phenomenon of Mendelian inheritance.

We observed that after they crossed the genotypes assigned to them. They matched the offspring’s genotypes with the list of possible phenotypes. Then, they arrived with a genotype-phenotype matching. After they received the findings that included each offspring’s genotypes, phenotypes, and chances, as a group, as shown in Figure 20, they discussed why the puzzle’s name was like that. In this multiple allele puzzle, a student said, “Because they have different alleles, thus, multiple alleles with numerous alleles”. This sample of the accomplished puzzle proved the learners’ achievement of the intended outcome. Moreover, with the collaboration and cooperation of the members of each group, all puzzles were successfully solved. We observed that students can plan and carry out investigations. Also, we recognized that they became inquiry-oriented, critical thinkers, and problem solvers.

According to the subsumption theory [52], start the classroom interaction by assessing their previous understanding and expanding the lesson using their knowledge base. Because to ensure that they acquire your intended outcome, your prior assessment will become a springboard to examine if there is a change in their understanding before and after the instruction. This may be applied through pre-test and post-test or any form of formative assessment. Our role as facilitators of learning should not end with delivering the lesson. We must ensure that through our lessons, we can help them grasp and apply what they have learned for their holistic development.

3.5. Development of Critical Thinking Skills

Figure 21 emphasizes the significance of providing quality learning activities. This practice can promote critical reflection and collaboration, enabling students to evaluate and deepen their understanding individually and collectively.

In Figure 22, students constructed explanations during the evaluation activity. Student 7 said, “Snapdragon flower. Because the snapdragon flower sir is pink”. “Sir, one parent is red, and the other parent is white. That is why when crossed, the offspring are pink. This is incomplete dominance”. In another scenario, student 8 said, “There is an intermediate phenotype in heterozygous of incomplete dominance”. Moreover, students engaged, elaborated, and communicated their arguments from evidence. For example, “On the first box sir, there are AB, B, A, at B. That is why there is one AB blood type, two B blood type, and one A blood type. Therefore, ¼ AB, ¼ A, ½ B”. Students supported their ideas together by sharing their formed arguments and insights to address the questions. Significantly, their classmates offer constructive feedback in connection with their scientific propositions. We recognized that the learners could obtain and communicate information effectively. Also, we identified that the students became persistent, data analysts, and inquiry-oriented.

In the Socratic method [58], students engage in an argumentative dialogue where queries and answers from each other help in finding correct and relevant reasoning. This method was observable when students made sense by creating an argument from queries formed inside the class.

In metacognition [66], being aware of and in charge of your mental processes is part of achieving higher-order thinking skills. Effective self-regulation in learning may happen when learning is guided by metacognition [67]. Therefore, when planning and creating our learning tasks, we must incorporate opportunities to examine their learning. In reflective learning theory [63], learning happens when students participate in reflection on their experiences and knowledge. Reflection activities must always be added at the middle or end of every activity. It draws out the learners’ capabilities to ask themselves, “What do I know about this?” “Is this clear to me?” “How can I do this efficiently?” In this way, students can communicate their learning needs, which every teacher must address. Because no-size-fits-all, the diversity of the learners contributes to the richness of learning experiences of classroom activities.

Figure 23 shared the essence of students asking their peers relevant questions. Asking questions, defining problems, and answering queries generate knowledge to foster critical thinking among participants, connecting concepts and thought processes. Therefore, students giving and answering questions deepen and widen their understanding because it is linked to how we create explanations and interpretations.

Figure 24 showed students communicated and elaborated their thinking by sharing explanations using their mind maps. Moreover, students defined problems. For example, “What is the difference between multiple alleles and codominance?” and “Which is more important between Mendelian and non-Mendelian genetics?” Then, students constructed explanations to address the questions of their peers. For example, “Codominance do not have recessive trait but with two dominant alleles combined. While multiple alleles has many alleles”. and “I think both mendelian and non-mendelian inheritance are important because they both can help to explain genes especially concerning in medicine”. Furthermore, students provided each other with feedback. Whenever their classmate answered the question, we asked, “Are you satisfied with the answer?” Because giving feedback is part of the learning process. We identified that they could define problems and construct explanations. Also, we recognized that the learners were collaborative communicators, critical thinkers, and reflective learners.

In transformational learning theory [68], when the students interact by clarifying and reflecting on each other’s feedback, it can transform their learning. Hence, we gave each group five minutes to present their mind map and another five minutes for their classmates to ask questions about their presentations. Therefore, students were given opportunities to analyze the queries, think thoroughly, and engage in a scientific argument with their peers.

In the theory of formative assessment [69], feedback is a requirement for effective learning because it elicits reflections from the students on how they are progressing with their learning. Using a variety of channels may let feedback comments be expressed more effectively [70]. The students could find difficulties improving if they were not guided in how it should be carried out correctly. Thus, educators should find ways to deliver feedback efficiently and creatively. In reflective learning theory [63], learning is examining anything from the past and giving it a thorough evaluation. Sometimes, it is not enough to say that things should be aligned and rectified. Instead, we must join them to reflect on their performances and scaffold by showing how it should be completed or how it can be enhanced. In this way, we can help them to resolve anything that may hinder them. Then, we can support them to overcome their difficulties and improve their cognitive development. Gradually, there will come a time when they are ready and equipped to face the next level of new understanding.

4. Conclusions

The present study aimed to explore cross-cultural biology teaching, focusing on insights from lesson study in students’ performance. The findings of this study contribute to the growing literature on cross-cultural biology teaching using NGSS. Firstly, we documented the use of the American curriculum in improving the Philippine-based biology context. Our findings shed light on the valuable insights that emerged through lesson study, namely developing retrieval of prior knowledge, fostering meaningful learning experiences, enhancing memory and retention, fostering active engagement, and cultivating critical thinking skills. Secondly, the findings proved that learners became independent learners, responsible for their learning, reflective and critical thinkers, problem solvers, inquiry-oriented, creative, collaborative communicators, modelers, data analysts, persistent, adaptable, and self-directed.

We propose that the findings of this study be applied to the development of theories in different science teaching and learning contexts. Likewise, we emphasize the potential of this study to promote epistemic democracy effectively through various lesson study advancements. Finally, we suggest incorporating cross-cultural learning exemplars derived from this study to innovate epistemic practices.

In conclusion, this study highlights the transformative potential of cross-cultural approaches in biology education. By leveraging and bridging diverse cultural perspectives, educators can enhance teaching practices, improve student learning outcomes, and foster engaging educational environments. The findings and recommendations provide a comprehensive framework for advancing cross-cultural education initiatives and promoting equitable education worldwide.