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The purposes of this study are to investigate high school students' explanation constructed based on evidences supporting evolution in the science textbooks and to examine the influence of the evidences on the argumentative and conceptual aspects of their explanations. For this, a questionnaire has been developed to ask students for constructing the explanation based on evidences in the unit of 'evolution' in science textbooks for 9th grader, and implemented to 50 students of the 10th grade. And interviewing with five students and analyzing four 9th grader's textbooks were conducted to explore the effects of textbook evidences on students' explanation. The results indicated that most students showed ERC argumentative structure, which means they inferred and claimed based on evidence. However, in conceptual aspects, students showed misconceptions such as a linear evolutionary route model, teleological thoughts and Lamarckian concepts. One of the reasons why students showed the misconceptions in their explanations is suggested that the evidences of evolution are not presented as data supporting evolutionary theories such as natural selection(NS) and phylogenetic tree from common ancestor(CA), but as piecemeal knowledge in a separated section in the textbooks. Also, it may constrain students' reasoning and meaning-making of evolution that insufficient and limited data are presented as evidences of evolution in the textbooks.