Abstract This paper concentrated on pre-service teachers' argumentation in the curriculum of chemistry didactics experiment and developed argumentation questions and the evaluation rules based on the fountain experiments. The results revealed problems existing in pre-service teachers' arguments, including insufficient reasons to support their views, lack of strict logical reasoning, ignoring preconditions or specific background, and using less system analysis.These findings can provide a reference for improving the ability of scientific argumentation of pre-service teachers.
