This study explores the extent to which small group argumentation and discussion was used as part of a series of three practical inquiry-based science lessons in each of two Year 8 (age 12-13) classes. The actions and talk of the teacher and two target groups of students in each class were recorded using video-recorders and audiorecorders. Students and teachers were interviewed and all the students completed a questionnaire. These data were analysed to explore the quantity and quality of discussions in different parts of the inquiry and the sociocultural factors that influenced the discussions. The analysis shows that both the quantity and quality of discussion of the inquiry was low. It is argued that the socio-cultural context in which the lessons took place led students to view inquiry as a set of routine procedures, which were used to produce a written product, rather than as a process of discussion and decision-making.