Özet:

The purpose of this research is to evaluate the achievements of the secondary chemistry course teaching program according to the components of the Toulmin argument model (2003) (iddia, data, reason, support, corruption). In this study, the achievements of the 9th, 10th, 11th and 12th-class high school chemistry course curriculum were studied. In the study of the document of the secondary chemistry course (2017), the Toulmin argument model (2003) was used as the evaluation measure of five basic components (data, claim, reason, support, corruption), the sixth component, i.e. the qualitative evaluation measure. In this study, the quality research patterns have been used to study the situation. The achievements of the secondary chemistry course curriculum have been thoroughly studied on the basis of the Toulmin argument model components (2003). The secondary school chemistry course curriculum (2017) has been considered as a document. The data is analyzed by content analysis. The research results have found that the secondary chemistry course curriculum has at least one argument component for each of the achievements. Toulmin’s argument model components (2003) found that the total number of gains containing only the data component was 28, the number of gains containing the claim-data components was 43, the number of gains containing the claim-data-demand components was 52, and the number of gains containing the claim-data-demand-support components was 4. There is also no claim-data-require-support-destruction or categorization that only contains corruption. These findings have come to the conclusion that the achievements of the secondary school chemistry course teaching program according to the components of the Toulmin argument model (2003) are the highest level of categorization, i.e. the achievements in the argumentation process are re-establishable as a medium level.