José Antonio Chamizo GuerreoJosé Antonio Chamizo Guerrero
Facultad de Química, UNAM
Primer piso, Edificio F
CDMX, México
Semblanza Química Educación y Divulgación Historia y Filosofía Proyectos Enlaces
Artículos (28) Capítulos en libros (15) Libros (6)
  • pdf Chamizo J.A., A Tale of Seven Scientists and a New Philosophy of Science Educación Química, 2018, Vol. 29 | Núm. 1 | Págs. 121-125 | Marzo 2018 DOI: 10.22201/fq.18708404e.2018.1.63566.
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    Abstract: In this ambitious book, Eric Scerri, based on the work of several researchers linked to the development of the periodic table, tries to build a new philosophy of science. Most of these characters, identified by himself as “intermediaries”, are from our present unknown and their contributions, some correct and others not. Through seven chapters, which represent approximately three quarters of the total content, Scerri relates the life, problems and contributions of seven “scientists”, mostly chemists but also economists and engineers. The last chapter called “Bringing Things Together”, which occupies the fourth part of the book responds to the subtitle of the same “a New Philosophy of Science”, and addresses the thorny issue. Scerri tries to convince the reader, without providing enough proof of it, that the development of all science, not only chemistry, not only around the periodic table, is evolutionary and not totalitarian and sharply revolutionary. Before him, other authors from different positions had indicated practically the same. This means that we are not faced with a new philosophy of science but with a vibrant provocation about the development of it, which deserves to be read.

    History of the periodic table evolutionary science revolutionary science

  • pdf Chamizo J.A., About continuity and rupture in the history of chemistry: the fourth chemical revolution (1945–1966) Found Chem, 2017, DOI 10.1007/s10698-018- 9308-9.
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    Abstract: A layered interpretation of the history of chemistry is discussed through chemical revolutions. A chemical revolution (or rupture, discontinuity, transition) mainly by emplacement, instead of replacement, procedures were identifed by: a radical reintepretation of existing thought recognized by contemporaries themselves, which means the appearance of new concepts and the arrival of new theories; the use of new instruments changed the way in which its practitioners looked and worked in the world and through exemplars, new entities were discovered or incorporated; the opening of new subdisciplines, which produced, separated scientifc communities. The fourth chemical revolution, fundamentally characterized by the incorporation of new instruments in chemical practices is discussed.

    Chemical revolution Emplacement revolution Layered history Exemplars Instruments Chemical entities

  • pdf Chamizo J.A., The fifth Chemical Revolution:1973-1999 Foundations of Chemistry, 2017, 19, 157-179.
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    Abstract: A new chronology is introduced to address the history of chemistry, with educational purposes, particularly for the end of the twentieth century and here identified as the fifth chemical revolution. Each revolution are considered in terms of the Kuhnian notion of ‘exemplar,’ rather than ‘paradigm.’ This approach enables the incorporation of instruments, as well as concepts and the rise of new subdisciplines into the revolutionary process and provides a more adequate representation of such periods of development and consolidation. The fifth revolution developed from 1973 to 1999 and is characterized by a deep transformation in the very heart of chemistry. That is to say, the size and type of objects (substances), the way in which they must be done and the time in which they are transformed. In one way or another, chemistry’ limits had been set out.

    History of chemistry Chemical revolutions Chemistry education Exemplars Instruments and subdisciplines

  • pdf Hernández-García Y., Chamizo J.A., Kleiche-Dray M. & Russell J., The scientific Impact of Mexican Steroid Research (1935-1965). A Bibliometric and Historiographic Analysis Journal of the Association for Information Science and Technology, 2016, 67, 1245-1256.
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    Abstract: We studied steroid research from 1935 to 1965 that led to the discovery of the contraceptive pill and cortisone. Bibliometric and patent file searches indicate that the Syntex industrial laboratory located in Mexico and the Universidad Nacional Autónoma de México (UNAM) produced about 54% of the relevant papers published in mainstream journals, which in turn generated over 80% of the citations and in the case of Syntex, all industrial patents in the field between 1950 and 1965. This course of events, which was unprecedented at that time in a developing country, was interrupted when Syntex moved its research division to the US, leaving Mexico with a small but productive research group in the chemistry of natural products.

    Steroids contraceptive pill Syntex

  • pdf Chamizo J.A., The Role of Instruments in Three Chemical’ Revolutions Sci & Educ, 2014, 23:955–982.
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    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).

    Chemical Revolutions

  • pdf Andoni Garritz, Santiago Capella, José Antonio Chamizo, Julián Garritz, Exiled Chemist of the Spanish Civil War’s Footprint in Mexico History Research, 2013, 3, 406-422.
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    Abstract: The focus of this article will be centered on five Spanish chemists who were refugees in Mexico after the Civil War and provided a strong drive in developing Mexican chemistry. Their names are: Antonio Madinaveitia Tabuyo, José Giral Pereira, Modesto Bargalló Ardévol, Francisco Giral González, and José Ignacio Bolívar Goyanes. This article starts with the panorama of science in Europe (mainly Spain) and in Mexico from the end of the 19th Century to the beginning of the 20th century. It is also included the development of chemistry in Germany in the 19th century. The paper includes a short out line of these scientists’ work in Europe, as well as focusing on their contributions to the development of Chemistry in Mexico, in the areas of Organic, Inorganic, Physical and Pharmacy. A conclusion is the importance of their contribution to Mexican chemistry through two institutions: the National University and the National Polytechnic Institute.

    Spanish science Exiled chemists Mexico’s chemistry improvement

  • pdf Chamizo J.A., Technochemistry: One of the chemists’ ways of knowing Found Chem, 2013, 15:157–170.
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    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.


  • pdf Chamizo J.A., A new definition of models and modeling in chemistry’ teaching Science & Education, 2011, published Online 31th October.
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    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.

    Models Modeling

  • pdf Chamizo J.A., La imagen pública de la química Educación Química, 2011, 22, 320-331.
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    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.

    History Chemistry Revolutions Paradigms

  • pdf Chamizo J.A., Heuristic diagrams as a tool to teach history of science Science & Education, 2011, published Online 23th August.
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    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.

    Heuristic diagrams Teaching

  • Chamizo J.A., La relación técnica-ciencia y su racionalidad. El ejemplo de S. Toulmin Ludus Vitalis: Revista de filosofía de las ciencias de la vida, 2010, XVIII, 155-171.
  • pdf 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.
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    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.

    Historia Química Experimentación Diagramas heurísticos Modelos

  • pdf Chamizo J.A., Filosofía de la química: I. Sobre el método y los modelos Educación Química, 2009, 20, 1, 6-11.
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    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.

    Models Analysis Synthesis Philosophy of Chemistry Chemistry knowledge growth

  • pdf Chamizo J.A., Sobre la filosofía de la química Tecné. episteme y didaxis, 2008, Número 23.
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  • pdf 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.
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  • pdf Chamizo J.A., Teaching modern chemistry through ‘historical recurrent teaching models Science & Education, 2007, 16(2), 197-216.
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    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.

    Chemical information growth History teachers Recurrent historical teaching model

  • pdf Chamizo J.A., Las aportaciones de Toulmin a la enseñanza de las ciencias Enseñanza de las ciencias, 2007, 25, 133-146.
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    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.

    Argumentación Naturaleza de la ciencia Racionalidad Razonabilidad Problemas

  • Chamizo J.A., Actividades químicas en la historia de México Ciencia y Desarrollo, 2006, 32, 199, 62-67
  • Chamizo J.A., Los modelos de la química Educación Química, 2006, 17, 476-482
  • Chamizo J.A., La enseñanza de la historia de la ciencia con modelos recurrentes. El modelo de Lewis-Langmuir-Sidgwick Enseñanza de las ciencias, 2005, Número Especial.
  • Chamizo J.A. e Izquierdo M., Ciencia en contexto. Una reflexión desde la filosofía Alambique, 2005, 46, 9-17.
  • Chamizo J.A., Hacia una cultura química Ciencia. Revista de la Academia Mexicana de Ciencias, 2005, 56, 17-26.
  • pdf Chamizo J.A., Apuntes sobre la historia de la Química en América Latina Revista de la Sociedad Química de México, 2004, 48, 165-171.
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    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.

    History Chemistry Societies Latin America Universities

  • Chamizo J.A., Linus Pauling. El químico más importante de este siglo Educación Química, 1995, 6, 64-70.
  • Chamizo J.A., Modelos de enlace químico Elementos, 1992, 2, 28-32.
  • Chamizo J.A., La herencia de Lavoisier Contactos, 1992, 5, 23-25.
  • Chamizo J.A., El mundo de John Dalton Educación Química, 1992, 3, 42-45.
  • 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., Emplear la historia para enseñar química. I. Langmuir Contactos, 1988, 3, 54-57.
  • 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., La química en la siglo XIX Primera parte Ciencia y Desarrollo, 1987, 76, 19-23.
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