The purpose of this study was to investigate preservice teachers’ understanding of democratic citizenship. Thisstudy utilized the democratic citizenship frame to assess 17 participants’ comprehension of this concept. The researcherdesigned a method course where participants in groups analyzed science activities to identify democratic citizenshipcomponents. Through the analysis of two science activities—one on energy and the other on climate change—and thedevelopment of science panels addressing various global issues, preservice teachers' understanding of democraticcitizenship was enhanced. Preservice teachers showed a good understanding of critical thinking, communication andcollaboration, and STS (science, technology, and society); and the most enhanced understanding of empathy, which wasthe least perceived in pre-survey, component of democratic citizenship. The democratic citizenship frame proved to be avaluable tool for teaching and learning this topic, particularly when applied to socioscientific issues in the classroom.
More research-based revisions of the science curriculum are necessary, and more systematic practices with reflections areessential in teacher education.