This study aimed to investigate the effect of using Toulmin Argument on the development of solving chemical problems skills of 11thgrade female students and their perceptions of scientist work. The sample consisted of (51), experimental group consisted of 24 students and control group consisted of 27students selected randomly from Um ALkahair school for basic education (10-12) in Dhakhliya Governorate. The implementation of the study has lasted for seven weeks during the second semester of the academic year 2014/2015. To answer the study questions, the researcher applied a teacher guide in using Toulmin argument pattern for experimental group, solving problem skills test and students' perceptions scale. The validity of the two instruments was checked using Pearson correlation coefficient and Cronbach's alpha scoring. The reliability of the solving problem skills test was 0.76 and 0.80 for the perceptions scale. The result of the study showed that there is a statistically significant differences at(a=0.05) between the scores of experimental and control groups in solving problems skills, and there is no statistically significant differences at(a=0.05) between the scores of experimental group and control group in student's perceptions of scientist and their work. Based on the above finding, the study recommended to include argument's activities in the school curriculum, and conduct training workshops for teacher on argument to train them on using Toulmin argument with their students. It also recommended conducting similar studies on the other variables.