Learning from the Multiple Fossil Records— Bridging a Gap Between Modern Research and Teaching Practices in Paleontology Education

Physical specimens have been always the primary resources for teaching and learning paleontology in formal educational environments. However, there is a growing interest in the use of paleontological data in higher education, supported by the increased use of digital tools and large paleontological databases for data-driven learning (DDL). In the context of the ongoing data revolution in modern paleontological research, the notion of the two fossil records has emerged to distinguish the physical record consisting of specimens, from the abstracted record consisting of the data derived from those specimens. Here we argue that the so-called abstracted record extends beyond the digital data (e.g., databases, digital models, and imagery) to include (i) network-based representations of high-dimensional fossil data (e.g., The Earth-Life System), and (ii) point process models describing spatially explicit events (e.g., community-scale spatial distributions; distribution of biotic traces on shelled invertebrates). We discuss these multiples fossil records from a didactical perspective, highlighting their promise for DDL in the paleontology classroom. Network science and spatial point processes modeling are transforming paleontological research by enhancing modeling capacities and helping researchers to reveal the complexity of the global biosphere over deep-time. Our perspective paper aims to bridge the gap between the state-of-the-art paleontological research and current teaching practices in higher education courses of paleontology, by calling on educators to leverage these breakthroughs into their classrooms.