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The purpose of this study was to find out whether high school chemistry II textbooks standardized by the 7th national education curriculum had been organized properly concerning students of cognitive levels, by comparing the contents levels of chemistry II textbooks with students cognitive levels, and also analyzing them. For this study, the contents levels of matter state and solution chapter in chemistry II textbooks were analyzed using CAT (curriculum analysis taxonomy) and the cognitive levels of 468 students at 12th grade who had been selected from 7 areas including big cities and small towns were surveyed using short-version GALT (group assessment of logical thinking). The results showed that each chemistry II textbooks by the 7th national education curriculum had a little differences in the scientific concepts presented and in the contents levels that scientific concepts were explained. And the scientific concepts of textbooks were required most formal operational levels, but the content levels of the inquiry activities were required from concrete operational levels to formal operational levels. As a result of the analyzing the cognitive levels of the surveyed 12th grade students, 74.6%, reached the formal operational levels, 20.5%, transitional levels, and 4.9%, concrete operational levels. The content levels of scientific concepts in high school chemistry II textbooks by the 7th national education curriculum appeared higher than the cognitive levels of the students, but levels of the inquiry activities were similar to the cognitive levels of the students. Chemistry teachers who were asked about chemistry II textbooks by the 7th national education curriculum answered that they thought the contents and contents level of the chemistry II textbooks were similar to those of the 6th national education curriculum. But they thought that the way to explain scientific concepts in the chemistry II textbooks by the 7th national education curriculum was different from the chemistry II textbooks by the 6th national education curriculum and various instruction activities would be possible because inquiry activities were various and plenty of learning materials were presented. Consequently, the way to make the best use of inquiry activities properly for teaching and various teaching and learning methods to be suitable for the students cognitive levels are required.
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