The study aimed to develop culture-based lessons in Biology 9, integrating indigenous medicinal plants and practices in Cagraray Island. These developed lessons were designed incorporating features of research results, problem-based approach, active learning, and culture- or context-based teaching. The accounts from eight folk healers revealed the abundance of indigenous medicinal plants and practices for treating wounds, hypertension, anemia, cough and colds, and asthma. These illnesses were used as springboard for the development of five culture-based lessons with entry points in the K - 12 curriculum. Implemented to 45 Grade 9 learners for five consecutive days at Cawayan National High School, the culture-based lessons were found effective in developing learning outcomes like conceptual understanding, metacognition, science process skills, and cultural appreciation using quantitative data analysis (p < .05). Qualitative data also supported these findings through Focus-Group Discussion (FGD), journal entries, interviews, and observations. Educational philosophy for culture-based learning revealed the need to incorporate hands-on activities producing concrete evidences for culture-based learning. In general, the study concluded with the potentiality of using indigenous medicine as resources for culture-based lessons in biology. For further study, it is recommended to design and develop more studies about local medicinal plants so they can be integrated, as well as multiple cultural facets, to culture-based lessons.

该研究旨在在生物学9中开发基于文化的课程，整合卡格拉雷岛上的本土药用植物和实践。这些已开发的课程的设计结合了研究结果，基于问题的方法，主动学习以及基于文化或上下文的教学的功能。来自八位民间治疗师的报告显示，当地有大量的药用植物和疗法可用于治疗伤口，高血压，贫血，咳嗽和感冒以及哮喘。这些疾病被用作开发以K-12课程为切入点的五个基于文化的课程的跳板。在Cawayan国家高中连续五天对45名9年级学生实施了基于文化的课程，发现基于文化的课程可以有效地提高学习成果，例如概念理解，元认知，科学过程技能，p <.05）。定性数据还通过焦点小组讨论（FGD），期刊条目，访谈和观察来支持这些发现。基于文化的学习的教育理念表明，有必要结合动手活动为基于文化的学习提供具体的证据。总体而言，该研究得出的结论是，有可能利用土著医学作为生物学基础课程的资源。为了进一步研究，建议设计和开发更多有关本地药用植物的研究，以便可以将它们以及多个文化层面整合到基于文化的课程中。