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Travis Fuchs

Honorary Norham Fellow

travis.fuchs@education.ox.ac.uk

About me

Travis T. Fuchs is a SSHRC Canada Postdoctoral Fellow at Brock University, an Honorary Norham Fellow at the University of Oxford’s Department of Education, and Researcher in Residence at Crofton House School. He is a co-founder of the Oxford Education Deanery Sustainability Team.

His current projects include teacher climate change and sustainability education, teachers’ engagement in and with research as forms of professional development, and instructional approaches which leverage socioscientific issues in science learning contexts.

Travis has received numerous awards for his research in teacher professional development and science education, including the SSHRC Canada Graduate Scholarship, Killam Doctoral Scholarship, and SSHRC Canada Postdoctoral Fellowship. He was nominated by the University of British Columbia’s Faculty of Education for the Governor General’s Gold Medal as the top doctoral student at the university.

Travis is a licensed teacher in Ontario and British Columbia. He completed graduate training at Harvard (EdM), Oxford (Recognized Student), and the University of British Columbia (PhD).

Research

Refereed Journal Articles

Fuchs, T.T., Young, N., & Lenihan-Ikin, I. (in press). Climate change litigation as a tool for climate change education. Oxford Review of Education.

Fuchs, T.T., & Tan, Y.S.M. (2025). Supporting Socially Responsible Science Education through a three visions of scientific literacy framed learning study. https://doi.org/10.1108/IJLLS-02-2025-0068

Guerrero, G., Sjöström, J., Fuchs, T.T., Lee, H. & Valladares, L. (2025). Towards critical global functional scientific literacies. International Journal of Science Education. https://doi.org/10.1080/09500693.2025.2534044

Fuchs, T.T. (2023). A framework for climate change education in critical geography. Geography, 108(2), 95-100. https://doi.org/10.1080/00167487.2023.2217632

Fuchs, T.T. & Jellema, E. (2023). Socioscientific issues and COVID-19: Responding to curriculum reform through action research. Canadian Journal of Action Research, 23(2), 41-68. https://journals.nipissingu.ca/index.php/cjar/article/view/612

Fuchs, T.T., & Tan, Y.S.M. (2022). Frameworks supporting socially responsible science education: Opportunities, challenges, and implementation. Canadian Journal of Science, Mathematics and Technology Education, 22(1), 9-27. https://doi.org/10.1007/s42330-022-00200-x

Fuchs T.T., Sonnert, G., Scott, S.A., Sadler, P.M., & Chen, C. (2022). Preparation and motivation of high school students who want to become science or mathematics teachers. Journal of Science Teacher Education, 33(1), 83-106. https://doi.org/10.1080/1046560X.2021.1908658

Fuchs, T.T., Bonney, K., & Arsenault, M. (2021). Leveraging student misconceptions to improve teaching of biochemistry and cell biology. The American Biology Teacher, 83(1), 5-11. https://doi.org/10.1525/abt.2021.83.1.5

Fuchs, T.T., & Arsenault, M. (2017). Using test data to find misconceptions in secondary science. School Science Review, 98(364), 31-36. https://www.ase.org.uk/resources/school-science-review/issue-364/using-test-data-find-misconceptions-secondary-science

Fuchs, T.T., Sadler, P.M., & Sonnert, G. (2015). High school predictors of a career in medicine. Journal of Career and Technical Education, 30(1), 9-28. https://doi.org/10.21061/jcte.v30i1.711

Fuchs, T.T. (2013). Effects of habitat complexity on invertebrate biodiversity. Immediate Science Ecology, 2, 1-10. https://ojs.library.queensu.ca/index.php/ISE/article/view/4627

Book Chapters

Fuchs, T.T., Roppel, S., Harding, T.T., Erickson, H. (2025). Focus on the future: The development, implementation, and efficacy of teachers’ climate change professional development. In J.L. Bencze (Ed.), Expanding networks for critical and altruistic science education: Seeking ubiquitous social justice and environmental vitality (pp. 467-493). Springer. http://dx.doi.org/10.1007/978-3-031-83837-8_22

Fuchs, T.T. (2020). When Winter Winds Wined. In M. Mosavarzadeh & K. Morimoto (Eds.), Making – Place: International postcard exhibition (pp. 51). InSEA Publications.

Conference Proceedings

Fuchs, T.T., & Arsenault, M. (2018). Secondary biology misconceptions: Using 23 years of test-data to inform pedagogy. Conference proceedings of the National Association of Biology Teachers Professional Development Conference, 10^th Annual NABT Biology Education Research Symposium, San Diego, USA. https://nabt.org/files/galleries/Fuchs_Arsenault.pdf

Practitioner Articles

Fuchs, T.T., Harding, T., Roppel, S. (2025). The Climate Collaborative for Gr 7 – 12 educators. Accelerate Climate Change Education in Canadian Teacher Education. https://accelerating-cce.ca/wp-content/uploads/2025/03/The-Climate-Collaborative-for-Gr.-7-12-Educators.pdf

Fuchs, T.T., & Brant-Birioukov, K. (2025). Educational action research: A pathway to decolonizing education. Education Canada, 64(1). https://www.edcan.ca/articles/educational-action-research-a-pathway-to-decolonizing-education/

Harding, T., & Fuchs, T.T. (2021). Not another climate change headline: The case of a Canadian teacher professional development program. Education in Science, 286, 15-17. https://www.ase.org.uk/resources/education-in-science/issue-286/feature-climate-change-education

Fuchs, T.T. (2019). Dwelling between curriculum-as-planned and curriculum-as-lived in science class. Canadian Teacher Magazine, Winter, 18-19. https://canadianteachermagazine.com/2019/01/19/dwelling-between-curriculum-as-planned-and-curriculum-as-lived-in-science-class/

Fuchs, T.T. (2016). LGBTQ inclusivity in the science classroom. Canadian Teacher Magazine, Jan, http://www.canadianteachermagazine.com/issues/2016/CTM_JanFeb16/docs/CTM_JanFeb16_web.pdf