The study of science is an essential factor to any student’s life. Furthermore, the advancement of science serves as a factor in generating rapid changes. Learners in modern days, therefore, have to be equipped with rational thought and the ability to make a decision based on data obtained by information technology. They should also be concerned with the world and with citizenry based upon the 21st century skills. The reformation of science these days is, therefore, in support of scientific literacy [17]. This includes the understanding of the nature of science, appropriate application of scientific concepts, and implementation of scientific process in solving a problem and in decision making. The goal of science educational reform is based on the nature of the science and also thinking in science classroom. School still remains virtually irrelevant in daily life failing to stimulate learners to their interest and to connect them with their lives. In emphasis of knowledge, students need to have many more skills before entering the labor market or industrial society. Students were not equipped with effective thinking skills in solving a problem and also in decision making regarding socio-scientific issues in an appropriate manner. Especially democratic education, people should have been granted freedom of expression. Socio-scientific issues (SSI) are known to be a product of knowledge and technology under public discussion and criticism, whether they are suitable or not in society. Examples include conflicts in nature and public market, social and political implications or even problems concerning health, general living conditions, limited energy supply and economic growth in contrast to environmental conservation among others [16]. It is taken into consideration in the context of socially responsible science teaching encouraging the student’s decision based on moral reasoning and a widening scope of scientific literacy [22]. Issues concerning a connection between science and society are new to schools and science courses. A number of teachers and educational administrators still haven’t realized the importance in bringing such issues into applying in related courses. Teaching was specially based on the content alone. In effect, students became deprived of thinking skills and the usage of knowledge in science beyond their school. They also lacked of skill in decision making and in working in groups. These skills are generally known as essential in a successful work environment [15]. Teachers failed to give students a chance to discuss and debate before making a decision. They did not pay attention to promote the morality essential to life among students. They have not been developed in terms of potential in socio-scientific decision making [16]. Furthermore, the knowledge of science had never been applied in decision making process. Decision making based on socio-scientific issues (SSI) refers to one of the four goals for school science under National Science Education Standards [12]. Socio-scientific decision making serves as a solution based on the learner’s choice and study of data analysis of which concerns the stakeholders. The factors would be considered in search of possible choices before finding the right choice and making a decision based on scientific knowledge, conceptual understanding, the nature of scientific inquiry, value clarification, and argumentation [11]. Socio-scientific decision making needs astandardization and acceptance based on justice and human rights. Those with potential in considering socio-scientific decisions are in need of considering possible impacts on morality as well[13]. Moral and ethical dimensions are to be a stand point in discussing socio-scientific issues [22]. The aim of this study is to investigate socioscientific decision making, reported in the literature about socio-scientific decision making concepts. In this context, the following questions were asked: 1. What are the decision making frameworks? 2. What are the methods of analysis? 3. What are the data collection techniques? 4. What kinds of implications have been suggested in the studies?
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