Objective: to describe the argumentative levels that support students’ conceptual models on the topic of chemical bond. Methodology: the research proposal is based on a qualitative descriptive approach, along with a qualitative analysis. A questionnaire applied to25 students of an urban-public school in the city of Manizales, Caldas, Colombia was the instrument used for the data collection process at the beginning and at the end of the didactic intervention supported in the development of argumentative processes. Findings: the highest argumentative levels are related to school conceptual models, which are close to the scientific models. Conclusion: When implementing the strategies that fostered the argumentation in class, a proportional relation in the complexity of the arguments built by the students, was generated, identifying gradual changes in the progress of both aspects.