This study focuses on how students can argue and make decisions about socio-scientific issues that are relevant to their culture or region. The goal of this study is to present these dilemmas at the conference and propose incorporating decision-making about socio-scientific issues into the science education curriculum. The study explores students' skills in SSI argumentation and aims to clarify the relationship between values, knowledge and experiences in their SSI decision-making. Although all the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions, the difference depending on their background knowledge, values, and experiences. The result of the study found that students weighed the same information differently based on their core values and experiences. The results showed that the use of SSI in science classrooms can promote students' decision-making skills, critical thinking and awareness of different factors that influence SSI issues.