This research studies the narratives of lower secondary school students after playing a board-game about evolution integrated into educational resources for lower secondary school. The board-game ‘Darwinium’ was designed by a team of researchers and teachers and places middle school students in the fictional situation of researchers observing the evolution of fictional animal populations placed in an experimental dome. The game mechanics and the story it tells is considered a “narrative framework” (Author, 2021). In other words, it sets the initial situation, a set of theoretical and methodological standards on which the players/students can base the reconstruction of future events. During a game play, players have to report on the evolution of their fictional animal population in verbal narrative form and graphic form. This project is based on previous work that has highlighted the difficulties in apprehending the theory of evolution of living things and the ideas of chance that are linked to it (Author, 2018; Fiedler, Sbeglia, Nehm & Harms, 2019). A previous study (ESERA, 2023) revealed that after playing the game Darwinium, some students express an understanding of certain important ideas related to evolution in accordance with scientific knowledge. The game seems to enable students to consider the question of randomness in the evolutionary process, even though for some this idea of randomness coexists with their finalist conception of evolution. There was also an absence of the idea of contingency in the explanations of evolution.