Developing scientific literacy, which involves applying scientific knowledge to solve real-world problems, is a primary goal in science education. Socioscientific Issue (SSI) provides students opportunities to reason through authentic and complex scientific dilemmas that reflect real-world issues, thus fostering a deeper understanding of scientific concepts and their relevance to society. With the fast development of internet technology, mass media significantly influences how students perceive and navigate SSIs. While mass media has been integrated into SSI-based instruction, research on its effective implementation is still limited. Thus, this collaborative action research study investigates the effectiveness of media analysis as a pedagogical tool in fostering students' Socioscientific reasoning (SSR) skills within SSI-based instruction. The study involved six media analysis activities, incorporated into various sections of a scientific inquiry course covering environmental science topics. A mixed-method approach was used to analyze data from surveys, class observations, instructor journals, and student artifacts collected over the semester. The study highlights the importance of situating media analysis in the SSI-based instruction framework design, particularly the careful selection of SSI topics and the provision of effective scaffolding. The findings revealed how different types of media affect students' SSR development, including their comprehension of complex scientific issues, their ability to take multiple perspectives, and their development in skepticism and ongoing inquiry. The research also highlights an imbalance in the development of the four dimensions of SSR among undergraduates. It suggests broadening the use of media analysis in diverse educational contexts and creating specific media analysis protocols to effectively address the challenges presented by mass media and disinformation, thus enhancing the development of SSR competencies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]