Despite cultural differences, the Philippines–Japan partnership is developing an intentional teaching curriculum with parallel standards. However, disparities among their respective educational systems have prompted inequalities. As education plays a critical role in collaboration, we explored the Epistemic Goals (EGs) and Epistemic Practices (EPs) in the biology curriculum, with the research question: How do the epistemic goals and practices of the biology curriculum transmit knowledge and skills in the Philippines and Japan? Using an ethnographic design, we conducted two iterative explorations of EGs and EPs. First, we examined the curriculum policy to determine its EGs. Using the A-B-C-D protocol, we employed discourse analysis to evaluate knowledge and skills in the biology grade-level standards. Second, we examined the articulation of goals in classroom teaching practices. We conducted classroom immersion and observed classes to determine EPs and supported our observations through interviews, synthesizing the data using inductive content analysis. Our findings revealed that the Philippines’ EGs were to transmit factual knowledge enhanced by basic science skills, and their EPs were audio-visual materials, gamified instructions, guided inquiry, posing questions, and learning-by-doing. In comparison, Japan’s EGs were to provide a solid foundation of theoretical and metacognitive knowledge, integrated science skills, and positive attitudes. Its EPs involved cultivating lasting learning, observation, investigation, experimentation, collaborative discussion, and reflective thinking. Our study makes a meaningful contribution by shedding light on crucial ideologies and cultural identities embedded in Biology curricula and teaching traditions.

尽管存在文化差异，菲律宾与日本的伙伴关系正在开发具有平行标准的有意教学课程。然而，各自教育体系之间的差异导致了不平等。由于教育在合作中发挥着关键作用，我们探讨了生物课程中的认知目标（EG）和认知实践（EP），研究问题是：生物课程的认知目标和实践如何在生物课程中传递知识和技能菲律宾和日本？使用民族志设计，我们对 EG 和 EP 进行了两次迭代探索。首先，我们检查了课程政策以确定其 EG。使用 ABCD 协议，我们采用话语分析来评估生物学年级标准中的知识和技能。其次，我们研究了课堂教学实践中目标的阐述。我们进行了课堂沉浸式教学和观摩课程以确定 EP，并通过访谈支持我们的观察，使用归纳内容分析来综合数据。我们的研究结果显示，菲律宾的 EG 旨在传播通过基本科学技能增强的事实知识，他们的 EP 包括视听材料、游戏化说明、引导式探究、提出问题和边做边学。相比之下，日本的 EG 旨在提供坚实的理论和元认知知识、综合科学技能和积极态度的基础。它的 EP 涉及培养持久的学习、观察、调查、实验、协作讨论和反思性思维。我们的研究通过揭示生物学课程和教学传统中嵌入的关键意识形态和文化身份做出了有意义的贡献。