The purpose of this study is to reveal the learning approaches and models adopted in the high school chemistry curricula in several nations. The study was based on document analysis, a qualitative study method. To conclude, it was discovered that the high school chemistry curricula in Turkey, Hessiches (Germany), Québec and Saskatchewan (Canada), France, Bénin, Spain and Greece are based on “constructivism”. Even so, the curricula in Hessiches (Germany) and Spain are also based on “life-based learning”, a branch of constructivism. The findings suggest that the curriculum in France is based on “radical constructivism”, a model of constructivism. Furthermore, it was discovered that the curriculum in Bénin is based on “cognitive constructivism” and “social constructivism” whereas the ones in Québec and Saskatchewan (Canada) are based on “life-based learning”. It was also found that the idea of “constructivism” had been put into practice in the curriculum in France. Similarly, the idea of adapting “Salter’s courses”, which are known as the earliest examples of life-based learning,” had been put into action in the curriculum in Spain. Another finding is that all the nations and states included in the study attach importance to training students in a way that will enable them to turn into “thinking” in
chemistry teaching, several nations, chemistry curriculum for high schools, constructivism, analogy.