CURRICULUM DEVELOPMENT

Christine has developed curriculum materials for science programs at The Blake School, Como Zoo, and The California Academy of Sciences, targeting secondary-level student audiences as well as teachers in continuing education courses. She has also consulted on the development of materials for elementary classrooms, and served as science specialist for the CD-ROM production of Stellaluna (Living Books, 1997), based on the popular children’s book about a young bat who loses her way.

Contact Christine at christine@christinepetersen.com to obtain a list of references or discuss her availability to consult on projects.

Christine discusses her philosophy of education:

"Marcel Proust wrote, 'The voyage of discovery consists not in seeking new landscapes, but in having new eyes.' Through my years as a middle school science teacher, these words stuck with me as a guiding ideal. Indeed, discovery—the process of finding new information, unearthing that which lies beyond our immediate impressions, recognizing uniqueness, unraveling mysteries, synthesizing disparate pieces of information—may lie at the heart of this lofty goal we seek for our students: a commitment to lifelong learning.
      Yet it was not until I had a child of my own that I fully recognized discovery as part of the human developmental process. Curiosity is truly an inborn educational tool. From the first searching glances of his newborn eyes to his eager gumming of every object within reach, my son showed me that our senses are the original key to developing an understanding of the world. Now seven, he tests everything to see how it works: the soil in the garden, the pancake batter, the binding of his books, the computer mouse. His life is truly a voyage of discovery.
     I seek to bring students back to these fundamental forms of questioning. They wade in creeks, picking up crayfish and getting their feet stuck in the mud as they investigate how aquatic ecosystems function. And they use everyday objects to test nature’s physical laws. They begin to see that actions have consequences, and gain skill at exercising “healthy skepticism”—realizing that things are not always as they appear.
      Once the hands-on work begins, questioning helps us uncover preconceptions and misconceptions and guides individual students toward approaches that will enhance their learning. Together, we are usually able to gather many of the questions that need to be answered—and only then can meaningful discovery begin. Discussion is a powerful tool at this stage—and it is a place where I can serve as a source of knowledge. Literature and internet research also help build the foundation of understanding. The hands-on work that follows engages students’ minds in lasting ways, and teaches them to be responsible for (and responsive to) their learning environment. We often use children’s literature, film, and toys to focus our work from simple questions outward, discovering layers of meaning. Reflection brings students’ focus back when they become distracted or confused. And, as we conclude our studies, interpretation helps them find relevant connections between the many diverse concepts they are asked to investigate. We make errors, and we get messy—and all the students don’t “get it” all of the time. But we rarely forget the experience."