After more than 40 years of development, BOPPPS has been proved to be a fruitful, efficient, and effective instructional model that promotes students' active participation in the classroom. The BOPPPS concept was born in Canada in the 1970s and has since through three stages: the improvement phase, the development phase, and BOPPPS in an educational informatisation environment. The research related to the BOPPPS model has three directions: procedural improvement, theoretical integration and environmental adaptation. We fully understand the significant value of the BOPPPS model for secondary school science teaching, and we improve the BOPPPS teaching model in accordance with the curriculum resources and students' circumstances in order to improve the quality of secondary school science teaching, drawing on the experience of applying the BOPPPS model in higher education and vocational education.

Chao Zheng. The BOPPPS instructional model: development and implications for secondary science instruction. Frontiers in Educational Research (2023) Vol. 6, Issue 19: 35-41. https://doi.org/10.25236/FER.2023.061907.

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