The concept of literacy is that a person creates mental value according to the environment he is in and acts accordingly. In other words, literacy; Awareness of the individual can be considered as transferring what he knows and knows to his behavior and life. Every branch of science and even every sub-discipline has its own discourse framework. In this study, what is meant by chemistry literacy is the symbols of the science of chemistry and the ability to use them effectively. In short, chemical literacy is to master the discourse framework of chemistry. The research consists of a scale study developed to determine the chemistry literacy status of secondary school students, where chemistry is taught as a course in formal education. It is the validity and reliability study of the chemistry literacy scale, which was developed after the field survey and expert opinions. The aim of the research is to determine the chemistry literacy of secondary school students within the scope of emerging sub-dimensions. As a result of the scale study, a scale was developed that consists of the sub-dimensions of sensing, knowing and applying and evaluating and that can measure the chemistry literacy of secondary school students. The study group of the research consisted of 9th, 10th, 11th and 12th grade high school students in order to determine the structure and content validity of the Chemistry Literacy Scale. In this context, the study group created for exploratory and confirmatory factor analysis consisted of 322 high school students studying in Akyazı district of Sakarya province. In the development of the scale, various analyzes were carried out in order to determine the item analysis, reliability and validity. The results of the exploratory and confirmatory factor analysis showed that the COS had construct validity and a total of 18 items in the scale formed a 4-factor structure.
