This article analyzes the emergence of SocioScientific Issues (SSI) in science education with a focus in Science, Technology, Society and Environment (STSE). For this analysis, it has been reviewed some literary journals produced in Science Teaching that has international recognition and career, showing the particular emergence of working with SSI in the early years of this century. This review allowed to describe the central features of the SSI and it is presented theoretical contributions of the work on the improving science teaching. It should be noted that this analysis is a part of the project research “socio-scientific issues for teacher education: discourses and teaching”, financed by the Research center CIUP of the National Pedagogical University, project DQU-338-12.