Artículos Capítulos en libros Libros  

Cruz D., Chamizo J.A. y Garritz A.
La química en la siglo XIX Primera parte,
Ciencia y Desarrollo, 1987, 76, 19-23.
Cruz D., Chamizo J.A. y Garritz A.,
La química en el siglo XIX Segunda parte,
Ciencia y Desarrollo, 1987, 77, 57-62.
Cruz D., Chamizo J.A. y Garritz A.,
Emplear la historia para enseñar química. I. Langmuir,
Contactos, 1988, 3, 54-57.
Chamizo J.A.,
La enseñanza histórica de la química J.J. Berzelius,
Revista de la Sociedad Venezolana de Química, 1989, 12, 21-25.
Chamizo J.A.,
El mundo de John Dalton
Educación Química, 1992, 3, 42-45.
Chamizo J.A.,
La herencia de Lavoisier,
Contactos, 1992, 5, 23-25.
Chamizo J.A.,
Modelos de enlace químico,
Elementos, 1992, 2, 28-32.
Chamizo J.A.,
Linus Pauling. El químico más importante de este siglo,
Educación Química, 1995, 6, 64-70,.
Chamizo J.A.
Apuntes sobre la historia de la Química en América Latina
Revista de la Sociedad Química de México, 2004, 48, 165-171
PDF size: 37 Kb
Abstract: La historia de lo que América Latina es en la actualidad responde, de alguna manera, a su situación geográfica, su variedad ecológica, y su habilidad para intercambiar productos con otros países. Se consideran tres fases históricas: Prehispánica (hasta el principio del siglo XVI), donde se ponderan los productos. Colonial (siglos XVI-XVIII), donde predominan los procesos. Independiente (principios del XIX hasta nuestros días), donde se establecen las instituciones. Hoy América Latina produce alrededor de 2% de la investigación química.
Keywords: History Chemistry Societies Latin America Universities
Chamizo J.A.
Hacia una cultura química,
Ciencia. Revista de la Academia Mexicana de Ciencias, 2005, 56, 17-26
Chamizo J.A. e Izquierdo M.
Ciencia en contexto. Una reflexión desde la filosofía
Alambique, 2005, 46, 9-17
Chamizo J.A.
La enseñanza de la historia de la ciencia con modelos recurrentes. El modelo de

Enseñanza de las ciencias, número especial, 2005
Chamizo J.A.
Los modelos de la química
Educación Química, 2006, 17, 476-482
Chamizo J.A.
Actividades químicas en la historia de México
Ciencia y Desarrollo, 2006, 32, 199, 62-67
Chamizo J.A.
Las aportaciones de Toulmin a la enseñanza de las ciencias
Enseñanza de las ciencias, 25, 133-146 2007
PDF size: 134 Kb
Abstract: Se presentan las principales aportaciones a la enseñanza de las ciencias del fi lósofo, historiador, moralista y retórico S. Toulmin, centradas en la argumentación y el desarrollo de la ciencia a través de problemas. Además se discuten las difi cultades de su aceptación por las diversas comunidades académicas.
Keywords: Argumentación Naturaleza de la ciencia Racionalidad Razonabilidad Problemas
Chamizo J.A.
Teaching modern chemistry through ‘historical recurrent teaching models
Science & Education , 2007, 16(2), 197-216
PDF size: 212 Kb
Abstract: Today there are little more of 3 million chemist all over the world producing about 800,000 papers a year. They produce new substances – from some hundreds in 1800 to about 20 million now – the vast majority artificial. This rate is growing quite fast. Once the majority of chemistry teachers all over the world used textbooks as the main (sometimes the only) source of information, we became, without wanting to... history teachers! If ‘scientific literacy’ is the aim of science lessons in school, it is much more than the literacy now developed in science classrooms. It must include an understanding of the nature and process by which scientific activities are carried out. Recognition of the exponentially chemistry knowledge growth and the incompleteness of the current chemistry textbooks are thus intimately related to recognition of the need for recurrent historical teaching models.
Keywords: Chemical information growth History teachers Recurrent historical teaching model
Chamizo J.A.
Sobre el reduccionismo en la ciencia o la imposibilidad de reducir la química a la física
La Gaceta del FCE, 2007, 440, 8-10
PDF size: 135 Kb
Chamizo J.A.
Sobre la filosofía de la química
Tecné. episteme y didaxis, 2008, Número 23
PDF size: 2.43 Mb
Chamizo J.A.
Filosofía de la química: I. Sobre el método y los modelos
Educación Química, 20, 1, 6-11, 2009
PDF size: 155 Kb
Abstract: Considering the difficulties identified by the philosophers of science to the universal and unique scientific method, the method of the chemistry is characterized with the analysis and the synthesis. Through same it is possible to explain the exponential growth of the chemical information in the last years.
Keywords: Models Analysis Synthesis Philosophy of Chemistry Chemistry knowledge growth
Chamizo J.A.
Historia Experimental de la Química
Tecné, Episteme y Didaxis: TED No. Extraordinario, 2009
4° Congreso Internacional sobre Formación de Profesores de Ciencias
PDF size: 494 Kb
Abstract: A partir de una discusión de la importancia de la experimentación en la enseñanza de las ciencias y el valor que la didáctica le da a la historia y la filosofía, se propone abordar la enseñanza experimental de la historia de la química a partir de la postura historiográfica recurrente empleando diagramas heurísticos. Lo anterior a través de diez experimentos elegidos por su valor didáctico y tecnocientífico.
Keywords: Historia Química Experimentación Diagramas heurísticos Modelos
Chamizo J.A.
Heuristic diagrams as a tool to teach history of science
Science & Education, 2011, published Online 23th august
PDF size: 599 Kb
Abstract: The graphic organizer called here heuristic diagram as an improvement of Gowin’s Vee heuristic is proposed as a tool to teach history of science. Heuristic diagrams have the purpose of helping students (or teachers, or researchers) to understand their own research considering that asks and problem-solving are central to scientific activity. The left side originally related in Gowin’s Vee with philosophies, theories, models, laws or regularities now agrees with Toulmin’s concepts (language, models as representation techniques and application procedures). Mexican science teachers without experience in science education research used the heuristic diagram to learn about the history of chemistry considering also in the left side two different historical times: past and present. Through a semantic differential scale teachers’ attitude to the heuristic diagram was evaluated and its usefulness was demonstrated.
Keywords: Heuristic diagrams Teaching
Chamizo J.A.
La imagen pública de la química
Educación Química, 2011, 22, 320-331.
PDF size: 449 Kb
Abstract: Following the proposals of T. Kuhn and W. Jensen on scientific revolutions, in this article history of chemistry is split up into five great revolutions (1770-1790; 1845-1865; 1904-1924; 1945-1965 and 1973-1993) and the public image of chemistry around them is examined.
Keywords: History Chemistry Revolutions Paradigms
Chamizo J.A.
A new definition of models and modeling in chemistry’ teaching
Science & Education, 2011, published Online 31th October
PDF size: 296 Kb
Abstract: The synthesis of new chemical compounds makes it the most productive science. Unfortunately chemistry education practice has not been driven to any great extent by research findings, philosophical positions or advances in new ways of approaching knowledge. The changes that have occurred in textbooks during the past three decades do not show any real recognition of these. Despite previously reported different types of models in this paper, from an ‘empirical reliability with minimal realism’ approach to realism, a new simple and broad definition, a typology of models and their relation with modeling is presented.
Keywords: Models Modeling
Chamizo J.A.
The Role of Instruments in Three Chemical’ Revolutions
Sci & Educ (2014) 23:955–982
PDF size: 1.05 Mb
Abstract: This paper attempts to show one of the ways history of chemistry can be teachable for chemistry teachers, it means something more than an undifferentiated mass of names and dates, establishing a temporal framework based on chemical entities that all students use. Represents a difficult equilibrium between over-simplification versus overelaboration. Hence, following the initial proposal of Jensen (J Chem Educ 75:679–687, 817–828, 961–969, 1998), reconstructs the history of one of chemistry’ dimensions (composition-structure) in terms of three revolutionary moments. These moments are considered in terms of the Kuhnian notion of ‘exemplar,’ rather than ‘paradigm.’ This approach enables the incorporation of instruments, as well as concepts into the revolutionary process and provides a more adequate representation of such periods of development and consolidation. These three revolutions are called by the chemical structural entities that emerged from the same: atoms (1766–1808); molecules and isomers (1831–1860); electrons and isotopes (1897–1923).
Keywords: Chemical Revolutions
Chamizo J.A.
Technochemistry: One of the chemists’ ways of knowing
Found Chem (2013) 15:157–170
PDF size: 250 Kb
Abstract: In this article, from the characterization of technoscience of the English historian J. Pickstone and the recognition of the importance of models and modelling in research and teaching of chemistry, the term technochemistry is introduced as a way of chemical knowledge. With the above new possibilities for rethinking the chemistry curriculum are opened.
Keywords: Technochemistry