Jose Mestre

Description

Address

Biography

Professor Mestre received bachelor's and PhD degrees in physics from the University of Massachusetts in 1974 and 1979, respectively, and spent his entire career until 2005, at the University of Massachusetts, rising rapidly through the ranks from research associate to full professor.

He came to Urbana in August 2005, as a full professor of physics and of educational psychology. Although trained as a nuclear physicist, his academic interests evolved more than 30 years ago to the questions of how students learn physics. He is a distinguished scholar of physics learning and arguably among the most highly regarded researchers in the field of physics education in the United States. He has adapted tools from cognitive and educational psychology to investigate forefront issues in problem solving and the development of scientific knowledge, and how those are conveyed in instruction.

 

Publications

  • 2015
    • Morphew, J. W.; Mestre1, J. P.; Ross, B. H.; Strand, N. E., Do experts and novices direct attention differently in examining physics diagrams? A study of change detection using the flicker technique. Physical Review-Special Topic-Physics Education Research 2015 11 (2) 020104. DOI:10.1103/ PhysRevSTPER.11.020104.

    • Docktor, J. L., Mestre, J. P.; Ross, B. H., Conceptual problem solving in high school physics. Physical Review-Special Topics: Physics Education Research 2015, 11 (2) 020106 DOI: 10.1103/ PhysRevSTPER.11.020106.

    • Henderson, C.; Mestre, J. P.; Slakey, L. L., Cognitive science research can improve undergraduate STEM instruction: What are the barriers? Policy Insights from the Behavioral and Brain Sciences. (In press, October 2015 issue).

    • Docktor, J. L.; Strand, N. E.; Mestre, J. P.; Ross, B. H., Conceptual Problem Solving in High School Physics. Physical Review Special Topics-Physics Education Research 2015, 11, (2).
    • Fakcharoenphol, W.; Morphew, J. W.; Mestre, J. P., Judgments of Physics Problem Difficulty among Experts and Novices. Physical Review Special Topics-Physics Education Research 2015, 11, (2).
    • Henderson, C.; Mestre, J. P.; Slakey, L. L., Cognitive Science Research Can Improve Undergraduate Stem Instruction: What Are the Barriers? Policy Insights from the Behavioral and Brain Sciences 2015 1-10, DOI: 10.1177/2372732215601115.
    • Herman, G. L.; Mena, I. B.; Greene, J.; West, M.; Tomkin, J.; Mestre, J. Creating Institution-Level Change in Instructional Practices through Faculty Communities of Practice, Proceedings of the 2015 American Society for Engineering Education Annual Conference and Exposition, Seattle, WA, June 14-17, 26.419.411-426.419.413.
    • Mestre, J. P.; Morphew, J. W.; Gladding, G. Learning from Different Styles of Narrated-Animated Solutions among Low-Performing Students, Proceedings of the 2015 Physics Education Research Conference Churukian, A., Jones, D., Ding, L., Eds, American Institute of Physics, Melville, NY, 223-226.
    • Morphew, J. W.; Mestre, J. P.; Ross, B. H.; Strand, N. E., Do Experts and Novices Direct Attention Differently in Examining Physics Diagrams? A Study of Change Detection Using the Flicker Technique. Physical Review Special Topics-Physics Education Research 2015, 11, (2).
    • Morphew, J. W.; Mestre, J. P.; Ross, B. H.; Strand, N. E. Attention Differences in Viewing Physics Diagrams among Experts and Novices, Proceedings of the 2015 Physics Education Research, Churukian, A., Jones, D., Ding, L., Eds, American Institute of Physics, Melville, NY, 227-230.
    • Roesler, J.; Littleton, P.; Schmidt, A.; Schideman, L.; Johnston, M.; Mestre, J.; Herman, G. L.; Mena, I.; Gates, E.; Liu, L. Campus Integrated Project-Based Learning Course in Civil and Environmental Engineering, Proceedings of the Forty-fifth ASEE/IEEE Frontiers in Education Conference, El Paso, TX, October 21-24, 2202-2208.
  • 2014
    • Ross, B. H.; Mestre, J. P.; Docktor, J. L., Understanding how to teach physics understanding. In M. A. McDaniel, R. F. Frey, S. M. Fitzpatrick, & H. L. Roediger III (Eds.) Integrating cognitive science with innovative teaching in STEM disciplines. (223-274) 2014. St. Louis: Washington University in St. Louis Libraries. DOI: 10.7936/K79G5JR7.

    • Docktor, J. L.; Mestre, J. P., Synthesis of discipline-based education research in physics. Physical Review-Special Topics: Physics Education Research 2014, 10 (2) 020119 DOI: 10.1103/ PhysRevSTPER.10.020119.

  • 2012
    • Christianson, K.; Mestre, J. P.; Luke, S. G., Practice Makes (Nearly) Perfect: Solving 'Students-and-Professors'-Type Algebra Word Problems. Applied Cognitive Psychology 2012, 26, (5), 810-822.

    • Docktor, J. L.; Mestre, J. P.; Ross, B. H., Impact of a Short Intervention on Novices' Categorization Criteria. Physical Review Special Topics-Physics Education Research 2012, 8, (2).

  • 2011
    • Mestre, J. P.; Docktor, J. L.; Strand, N. E.; Ross, B. H., Conceptual Problem Solving in Physics, In Psychology of Learning and Motivation: Cognition in Education; Mestre, J. P., Ross, B. H., Eds. 2011; Vol. 55, 269-298.

    • Brookes, D. T.; Ross, B. H.; Mestre, J. P., Specificity, transfer, and the development of expertise. Physical Review Special Topics-Physics Education Research 2011, 7, (1). 

  • 2010
    • Feil, A.; Mestre, J. P., Change Blindness as a Means of Studying Expertise in Physics. Journal of the Learning Sciences 2010, 19, (4), 480-505. 

    • Smith, A. D.; Mestre, J. P.; Ross, B. H., Eye-gaze patterns as students study worked-out examples in mechanics. Physical Review Special Topics-Physics Education Research 2010, 6, (2).

    • Stelzer, T.; Brookes, D. T.; Gladding, G.; Mestre, J. P., Impact of multimedia learning modules on an introductory course on electricity and magnetism. American Journal of Physics 2010, 78, (7), 755-759.

  • 2009
    • Stelzer, T.; Gladding, G.; Mestre, J.; Brookes, D. T., Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content. American Journal of Physics 2009, 77, (2), 184-190.

    • Mestre, J. P.; Ross, B. H.; Brookes, D. T.; Smith, A. D.; Nokes, T. J., How Cognitive Science Can Promote Conceptual Understanding in Science Classrooms. In Fostering Scientific Habits of Mind: Pedagogical Knowledge and Best Practices in Science Education, Saleh, I. M.; Khine, M. S., Eds. Sense Publishers: Rotterdam, The Netherlands, 2009; Vol. 3, pp 145-171.

  • 2008
    • Brookes, D. T.; Ross, B. H.; Mestre, J. P., The Specificity Effect: An example from refraction, Proceedings of the 2008 Physics Education Research Conference, AIP, Melville, NY, 2008; Henderson, C., Sabella, M., and Hsu. L., Ed.; pp 83-86.

  • 2007
    • Brookes, D. T.; Mestre, J.; Stine-Morrow, E. A. L. Reading Time as Evidence for Mental Models inUnderstanding Physics, In Proceedings of the 2007 Physics Education Research Conference, Hsu, L.; Henderson, C.; McCullough, L., Eds. American Institute of Physics: Melville, NY, 2007; pp 65-68.

    • Feil, A.; Mestre, J. Expert-novice differences on a recognition memory test of physics diagrams, In Proceedings of the 2007 Physics Education Research Conference, Hsu, L.; Henderson, C.; McCullough, L., Eds. American Institute of Physics: Melville, NY, 2007; pp 100-103.

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