In this study, it is aimed to determine the modes and levels of informal reasoning of seventh grade students regarding river-type hydroelectric power plants (HEPP), organic tea, and Green Road considered to be socioscientific issues. Within this framework, the sub-problems of the research were determined as follows: 1) Are students aware of local socioscientific issues? 2) Is there a difference among students’ reasoning modes related to socioscientific issues according to the roles students take? 3) Is there a difference among students’ reasoning levels according to the roles students take? In the study, phenomenology research design was used. 23 students in the seventh grade in a district of Rize participated in the study. To collect data, a questionnaire developed for this research and consisted of open ended questions was used in the study. Students’ explanations were subjected to descriptive analysis according to economic, ecological and social informal reasoning modes. Then, a rubric was used to determine reasoning levels of the students. It is seen that students’ reasoning levels change when students have assumed different roles for local SSI. Students’ reasoning levels are higher than the other roles when they have assumed the role of “students”. It was founded that the level of informal reasoning about the HEPP was higher than the other SSI. On the other hand, it is seen that students have the lowest reasoning level in the role of “government official”. It is concluded that role-making provides an effective experience in decision-making and that when individuals need to play a role; they have the opportunity to understand the perspectives of others.