This research project involved the development of a module for pre-service science teachers aimed to broaden pre-service science teachers’ views of science teaching, and to extend the types of teaching they experienced as students. Qualitative methods were used to establish the pre-service teachers’ views through the lens of Professional Vision. A new analysis framework was developed that combines argumentation, sense-making and transactivity. This framework was used to investigate the type of discourse the pre-service teachers engaged in while carrying out an open inquiry activity. Their interpretation of a videotaped class in which a group of lower secondary school students engaged in the same activity was also analysed.