The origin of species is an important constituent part of science education of scientific biology and children’s intuitive cognition on the origins of species is an essential component of na?ve biology. Previous researches have found that there were four types of explanations endorsed by western children when they considered the origins of species: Evolution, responses indicating that a species was transformed from another species without intentions; Creation, responses indicating that super natural agents such as God created or put a species on earth with intentions; Artificialism, responses indicating that human made or created a species with intentions; Spontaneous-generation, responses indicating natural origins for species which are proximate explanations without intentions (e.g. “emerged from the earth’’). Among the four types of explanations, Evolution and Creation are explanations of ultimate causes and they contradict with each other; Artificialism, posed by Piaget, is a phenomenon that is common among young children; Spontaneous-generation is a proximate explanation that many young children endorsed. Most Chinese children are grown up in a environment with no religious beliefs. Whether or not their intuitive thoughts on the origins of species are different from their western counterparts is a question that worth exploring. The current research used in-depth interviewing method, employing open-ended and closed-ended questions respectively, to explore cognitive development on origins of species (animals and human-beings). Children were from the third year in the kindergarten and first grade, second grade and fourth grade of primary school. The results of open-ended task showed that Chinese children had gone through shifts from mainly spontaneous-generational explanations to mixed spontaneous-genarational and evolutionary explanations and then to mainly evolutionary explanations; evolutionary explanations prevailed over other explanations among the children in fourth grade. What were consistent with what had been found in western cultures were that more evolutionary explanations were endorsed by children with age. The cultural differences were shown in that Chinese children did not echo their western counterparts to be exclusive creationists at about eight to ten years old. In the closed-ended question situation, Chinese children were more inclined to endorse multiple explanations than they were in the open-ended question situation, which was consistent with what had been found in western cultures. The results demonstrated that children’s cognition on the origins of species became more scientific with age. However, their cognitive development was not in the form of replacing one origin cognition with another but in the form of coexistence. The current research results demonstrated that multiple epistemologies coexisted within children’s cognitive system. This was also consistent with what had been found in western children as well as adults. When children are confronted with scientific questions such as the origins of species, they might endorse scientific(such as evolution) as well as supernatural(such as creation) explanations, depending on the situations and their needs. This gives some implications for science education. As long as multiple epistemologies on the origins of species coexist within children’s cognitive system, future studies could focus on what factors influence both children and adults’ endorsement of the multiple epistemologies and how the factors work. The research results reflected cross-cultural consistency as well as diversities between western and Chinese children.