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The aim of this study is to examine teaching environments that prepared and performed by pre-service science teachers in order to determine characteristics of these environments and conformity of these environments with referred to argument driven inquiry. In this context, micro teaching practices performed by the participants were observed and recorded for 10 weeks. Data obtained from 31 followed groups were examined with content analysis. According to results of the analysis, it can be said that all of the groups defined the concepts and partially made statements to reveal relationships between the concepts, while evaluation between concepts could rarely be made by means of activities that allow reaching a common judgment. Considering the teaching environments referred to argument driven inquiry, it can be suggested that revealing the relationships between concepts and performing the evaluation process is more appropriate than making definitions of the concepts. Also it was found that throughout univocal-descriptive dialogues often took place in practices. In addition, it was found that triadic dialogues which based on initiate-respond-evaluate/feedback [IRE/IRF] often were used during practice, pre-service teachers finished the chain at that point not asking follow-up questions for eliciting in-depth knowledge.