The majority of second graders used a creationist framework, whereas most third graders used a mixed framework (referring to both creation and evolution) or an evolutionary framework. Semistructured interviews were used to examine children's thoughts about speciation. To help fill this gap, the present study examines the effect of this instruction in elementary school children by comparing Italian second graders (n = 21 age = 7 years, 1 month, to 8 years, 7 months) with third graders (n = 18 age = 8 years, 1 month, to 9 years, 4 months) who had been taught about "the earth before humans" for several months in keeping with the Italian National Syllabus for this grade level. Very few investigations have taken into consideration younger students, and none have related children's ideas about the origin of species to formal instruction on this topic. Investigations of people's understanding of the evolution of species have focused mainly on secondary school and university students.
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