Understanding of evolution helps solve biological problems in areas that affect our lives. One of the ways of adopting the concept of evolution leads through a conceptual change. We investigated whether inductively prepared educational activities, focused on evolution, have the potential to create conceptual changes in students’ conceptual structures. We used a quasi-experimental design with pre- and post-tests in four classes with 10 – 16 year-old students. To measure their knowledge and understanding of evolution, we used two different instruments. Students who have received an education about evolution obtained significantly more factual knowledge. Pupils who participated in active education focused on diversity and adaptation of organisms, achieved not only a higher level of knowledge, but the transfer came also to an understanding of evolutionary mechanisms. Using appropriately chosen examples illustrating evolution will enable pupils to confront their naive ideas and misconceptions with scientific reality and can influence students’ understanding of evolution.