In this study, it is aimed to design and implement a teaching model for the training of individuals with the 21st century skills and to describe this model with the opinions of pre-service science teachers. The study was conducted with 38 pre-service teachers in the fall semester of 2016-2017 academic years. In this study, a case study is used as a qualitative method design. The argument-based inquiry teaching model was applied for 14 weeks. This teaching model consists of three stages; the first stage; a large group discussion in which the information is revealed by questioning, the second stage; small group discussion in which argument-based inquiry activities are designed and third stage; a large group discussion in which the activities are presented, and their accuracy is questioned. It is explained in detail which stage of this instructional model serves to develop which skills. Semi-structured interviews were conducted with 14 pre-service teachers. Data were analyzed using the content analysis method. Teaching-learning processes, teacher-student roles and interactions are explained in detail through the codes and categories obtained from the views of pre-service teachers. An analytical framework is provided to plan and analyze classroom interactions.