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Socio-scientific issue-based science education has been suggested for promoting generaleducational skills development in science classes. However, there is a lack ofoperationalized criteria, which can be used to reflect upon societal issues to whetherturning them into issues for science classroom instruction. This paper describes a casestudy based on Participatory Action Research in science education. A lesson plan based onthe socio-scientific issue of doping in professional sports and in fitness studios wasdesigned and cyclically refined by a group of teachers and science education researchers.Along this case, together with previous studies of SSI-oriented curriculum development,the action research group started reflecting on the question of operational criteria forreflecting and carrying out socio-scientific issues in science classroom situations. Thispaper discusses the structure of the above-mentioned lesson plan. Experience gainedduring lesson plan development and testing will be reported upon. Suggestions stemmingfrom teacher group discussions about the criteria chosen for reflecting socio-scientificissues for classroom use will also be presented.

Reflecting Socio-Scientific Issues for Science Education Coming from the Case of Curriculum Development on Doping in Chemistry Education