The purpose of this study was to investigate the interaction pattern and evidence in the argumentation
discourse between pre-service science teachers. Over 3 months period, 7 groups of 24 pre-service
teachers participated in open-ended inquiry and 10 argumentation discourses about inquiry were
executed. All discourses were collected by video-recording and were transcribed. The results were as
follows. First, we found that the interaction patterns were composed of one to one interaction pattern,
one to many interaction pattern and many to many interaction pattern. These interaction pattern could
help us to understanding the argumentation. Second, ¡®experiment and observation¡¯ was found to best in
the evidence pattern analysis. These indicated that argumentation discourse could be thought to be high
quality argumentation.
