The report presented below, of case studies and descriptive nature, addresses two essentially important topics for science teaching: argumentative ability and the study of change in the conceptions of the concept of human evolution. The specific intention is to answer the question: How do the development of argumentative ability and school learning in 9th grade students relate to the concept of Human Evolution? In the following pages, the themes and articulating stages of the project will be addressed in response to that question: Chapter 1 describes the research problem, the justification and objectives of the research work; Chapter 2 presents a broad overview of representative authors who have described the argumentative ability and conceptions of the concept of human evolution; Chapter 3 describes in detail the research methodology, in which it was proposed to do before and after each of the categories studied. Finally, Chapter 4 describes the analysis of student responses, which shows that it seems that although implementing activities focused on argumentative ability, contributes to positive change in the conceptions of the concept of human evolution, the Advancement or backwardness in argumentative ability does not have a fully proven direct relationship with the advance or setback in conceptions.