Socio-scientificissue-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 towhether turning them into issues for science classroom instruction. This paperdescribes a case study based on Participatory Action Research in scienceeducation. A lesson plan based on the socio-scientific issue of doping inprofessional sports and in fitness studios was designed and cyclically refinedby a group of teachers and science education researchers. Along this case,together with previous studies of SSI-oriented curriculum development, theaction research group started reflecting on the question of operationalcriteria for reflecting and carrying out socio-scientific issues in scienceclassroom situations. This paper discusses the structure of the above-mentionedlesson plan. Experience gained during lesson plan development and testing willbe reported upon. Suggestions stemming from teacher group discussions about thecriteria chosen for reflecting socio-scientific issues for classroom use willalso be presented.