The educational benefits of replacing in-class lectures with hands-on activities are clear. Such active learning is a natural fit for paleontology, which can provide opportunities for examining fossils, analyzing data and writing. Additionally, there are a number of topics in the field that are exciting to geology majors and non-majors alike: very few can resist the lure of dinosaurs, huge meteor impacts, vicious Cretaceous sharks or a giant Pleistocene land mammal. However, it can seem difficult to introduce these techniques into a large general education class full of non-majors: paleontological specimens provide a natural starting point for hands-on classroom activities, but in a large class it is not always practical or possible to provide enough fossil material for all students. The Element introduces different types of active learning approaches, and then explains how they have been applied to a large introductory paleontology class for non-majors.

University dinosaur courses provide an influential venue for developing aptitude beyond knowledge of terrestrial Mesozoic reptiles. Passion for dinosaurs, when properly directed, can trigger interest in science and be used to develop critical thinking skills. Examination of dinosaur paleontology can develop competence in information analysis, perception of flawed arguments, recognition of persuasion techniques, and application of disciplined thought processes. Three methods for developing critical thought are outlined in this Element. The first uses dinosaur paleontology to illustrate logical fallacies and flawed arguments. The second is a method for evaluating primary dinosaur literature by students of any major. The final example entails critique of dinosaur documentaries based on the appearance of dinosaurs and the disconnect between scientific fact and storytelling techniques. Students are owed more than dinosaur facts; lecturers should foster a set of skills that equips students with the tools necessary to be perceptive citizens and science advocates.

New online resources are opening doors for education and outreach in the Earth sciences. One of the most innovative online earth science portals is Macrostrat and its mobile client Rockd - an interface that combines geolocated geological maps with stratigraphic information, lithological data, and crowd-sourced images and descriptions of outcrops. These tools provide a unique educational opportunity for students to interact with primary geological data, create connections between local outcrops and global patterns, and make new field observations. Rockd incorporates an aspect of social media to its platform, which creates a sense of community for users. This Element outlines these resources, gives instructions on how to use them, and provides examples of how to integrate these resources into a variety of paleontology and earth science courses.

Lecturing has been a staple of university pedagogy, but a shift is ongoing because of evidence that active engagement with content helps strengthen learning and build more advanced skills. The flipped classroom, which delivers content to students outside of the class meeting, is one approach to maximize time for active learning. The fundamental benefit of a flipped class is that students learn more, but ensuring student preparation and engagement can be challenging. Evaluation policies can provide incentives to guide student effort. Flipping a class requires an initial time commitment, but the workload associated with evaluating student work during the course can be mitigated. The personal interactions from active learning are extremely rewarding for students and instructors, especially when class sizes are small and suitable room layouts are available. Overall, flipping a course doesn't require special training, just a willingness to experiment, reflect, and adjust.

People hold a variety of prior conceptions that impact their learning. Prior conceptions that include erroneous or incomplete understandings represent a significant barrier to durable learning, as they are often difficult to change. While researchers have documented students' prior conceptions in many areas of geoscience, little is known about prior conceptions involving paleontology. In this Element, data on student prior conceptions from two introductory undergraduate paleontology courses are presented. In addition to more general misunderstandings about the nature of science, many students hold incorrect ideas about methods of historical geology, Earth history, ancient life, and evolution. Of special note are student perceptions of the limits of paleontology as scientific inquiry. By intentionally eliciting students' prior conceptions and implementing the pedagogical strategies described in other Elements in this series, lecturers can shape instruction to challenge this negative view of paleontology and improve student learning.

Approaches and Strategies in Next Generation Science Learning examines the challenges involved in the development of modern curriculum models, teaching strategies, and assessments in science education in order to prepare future students in the 21st century economies. This comprehensive collection of research brings together science educators, researchers and administrators interested in enhancing the teaching and learning of next generation science.

"This reference brings together an impressive array of research on the development of Science, Technology, Engineering, and Mathematics curricula at all educational levels"--Provided by publisher.