Socio-scientific issue-based science education has been suggested for promoting general
educational skills development in science classes. However, there is a lack of
operationalized criteria, which can be used to reflect upon societal issues to whether
turning them into issues for science classroom instruction. This paper describes a case
study based on Participatory Action Research in science education. A lesson plan based on
the socio-scientific issue of doping in professional sports and in fitness studios was
designed 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 for
reflecting and carrying out socio-scientific issues in science classroom situations. This
paper discusses the structure of the above-mentioned lesson plan. Experience gained
during lesson plan development and testing will be reported upon. Suggestions stemming
from teacher group discussions about the criteria chosen for reflecting socio-scientific
issues for classroom use will also be presented.