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E-mail: stensil@naver.com(Received June 30, 2011; Accepted September 21, 2011).                          .  ,        ,                 .                  .             . ,          . ,          . ,                   ,       .:   , ABSTRACT. We investigated the understanding of pre-service science teacher about the chemistry concept of middle schoolcurriculum using some items in National Assessment of Educational Achievement and analyzed the result according to back-ground variables of pre-service science teacher. The result was that there were some pre-service science teachers who selectincorrect answer at all items, pre-service science teachers don’t fully understand the concept needed to solve item. And thepercentage of correct answer at some items was low regardless of selection of chemistry as an elective subject at CSAT(Col-lege Scholastic Ability Test). We found some facts through the depth interviews to find the cause of the result. First, the mis-conception acquired in middle school days is tend not to change until college student. Second, the formation of misconceptionis affected by the study habit with which solve problem by simple calculation and memory without essential understanding.Third, the study habit with which solve problem by simple calculation and memory without essential understanding could notreplace misconceptions acquired in middle school days with scientific concept regardless of selection of chemistry as an elec-tive subject at CSAT.Key words: Pre-service science teacher, Misconception

journal of the korean chemical society

Research of Pre-Service Science Teachers' Understanding About the Chemistry Concept and Analysis of Incorrect Responses: Focus on Middle School Curriculum