Augmented reality (AR) technologies are identified as one of key emerging technologies for education in the next 5 years. AR takes advantage of virtual objects or information overlaying physical objects or environments, resulting in a mixed reality in which virtual objects and real environments coexist in a meaningful way to augment learning experiences. Although more research is needed to investigate pedagogical topics using AR to enhance learning, relatively little has been done regarding how to integrate AR to enhance the learning of socioscientific issues (SSI) that are real world, socially significant, and rooted in science. AR could leverage students' learning of SSI because it could enhance their senses of presence, immediacy and immersion and situate learning in authentic environments that may in turn result in students making more informed decisions considering all environmental-related factors. This study focused on a mobile AR activity to contextualize students' learning of an SSI on nuclear energy use and radiation pollution in an online radiation unit the authors recently developed. SSI are controversial social issues and open-ended problems requiring consideration of scientific evidence,multiple perspectives and solutions. Promoting student learning of SSI has gained much attention in recent research in science education, as the current global society is facing an increasing number of complex issues such as global warming that require decision making informed by scientific evidence and multiperspective reasoning. Moreover, a study found that engaging students in learning an SSI regarding water quality in a virtual environment improved their learning of the science content. In this study, the authors explored whether an online SSI unit enhanced by AR can improve students' understanding of the science content involved. The main purpose of this study is to demonstrate a work in progress of how we take advantage of mobile AR affordances to design curricular activities that address important science education goals. The study provides a case of how mobile AR can be incorporated into instruction to facilitate learning in an SSI context. The results are encouraging because the mobile AR activity was well perceived by the students. The results also indicate a trend in the impact of the mobile AR activity on students' changes of attitudes towards the nuclear power plant issue. Accordingly, the authors propose two design guidelines to spur conversation. (Contains 1 figure and 2 tables.)