The purpose of this study was to investigate preservice teachers’ understanding of democratic citizenship. This study utilized the democratic citizenship frame to assess 17 participants’ comprehension of this concept. The researcher designed a method course where participants in groups analyzed science activities to identify democratic citizenship components. Through the analysis of two science activities—one on energy and the other on climate change—and the development of science panels addressing various global issues, preservice teachers' understanding of democratic citizenship was enhanced. Preservice teachers showed a good understanding of critical thinking, communication and collaboration, and STS (science, technology, and society); and the most enhanced understanding of empathy, which was the least perceived in pre-survey, component of democratic citizenship. The democratic citizenship frame proved to be a valuable 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 are essential in teacher education.

Introduction
Methodology
    Week 1
    DC Survey to preservice teachers for understandings
    Week 2
    Week 3 and 4
Results
    Understandings about DC after the lessonof wave energy power plant
    Understandings about DC during analyzingDC components included in science activities
    The second analysis of DC in science activitiesof climate change topic
    Implementation of DC components intoScience Panels with global issues
Conclusion and Implication
Acknowledgment

• Young-Shin Park(Department of Earth Science Education, Chosun University, Gwangju 61542, Korea) Corresponding author