This study aimed to assess the relationship of integrating the REACT framework with the 7Es instructional model in contextualizing lessons in General Biology 2 to foster scientific creativity among Grade 11 STEM students. The REACT framework (Relating, Experiencing, Applying, Cooperating, and Transferring) was utilized to design and implement contextualized lessons focused on systematics based on evolutionary relationships, specifically covering taxonomy, binomial nomenclature, and cladistics. A descriptive-developmental research design was employed, involving 39 Grade 11 STEM students. Pretest and posttest assessments, validated lesson exemplars, and structured questionnaires were used to gather data on students learning profiles, thinking styles (convergent and divergent), exposure to REACT, and levels of scientific creativity. Results showed a significant improvement in students scientific creativity after the implementation of the REACT-based lessons. However, no statistically significant relationship was found between the level of REACT exposure and post-performance in scientific creativity. Despite this, the study underscores the value of contextualized, student-centered instruction in enhancing higher order thinking skills. The findings contribute practical insights into instructional design and support curriculum enhancement aligned with the MATATAG framework and the Most Essential Learning Competencies (MELCs). This research offers validated materials and strategies that can be replicated by teachers and further investigated by future researchers to optimize the teaching of Biology in senior high school. It emphasizes that scientific creativity is best cultivated through meaningful, real-world applications that actively engage learners in the scientific process.

REACT framework; scientific creativity; contextualized lesson; relating; experiencing; applying; cooperating; transferring