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The purpose of this study was to explore the process of argument co-construction through small group interaction. We conducted a class which involved an argumentation activity for 7th grade students. We provided a question about Euglena to the participants, and they were asked to write their individual argument, then to construct a collective argument regarding the same question through small group argumentation. The result showed that the question about Euglena worked as a external conflict context and it led students to participate in the argumentation. The student's argumentations were categorized into two patterns : dialogic argumentation and authoritative argumentation. In dialogic argumentation, students developed internal conflict context based on the difference between their individual arguments, and they negotiated to resolve the difference. In this process, they applied broader concepts and elaborated related concepts, and as a result, the quality of collective argument was enhanced. In authoritative argumentation, the arguments of the student with perceived authority, such as content knowledge or a loud voice, or the argument of the majority,was selected as the collective argument without deep reasoning and justification. The characteristic of the task and the role of students influenced the argumentation pattern.