Situating arguments as a central element in the design of inquiry learning environments is important for engaging learners in the coordination of conceptual and epistemological goals. The purpose of this study was to find out the effects of inquiry based laboratory activities which are supported by argument maps on the prospective science teachers' science process skills and epistemological views. A quasi experimental research was conducted with sixty 3rd grade prospective science teachers of a faculty of education in Turkey for over 3 months. The results displayed that although the inquiry supported by argument maps had significantly affected the science process skills of prospective science teachers,' it did not affect their epistemological views. It is thought that it may take some time and special efforts to seethe effects of inquiry supported by argument maps on the epistemological views of prospective science teachers.