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Home > People > Travis Fuchs

Travis Fuchs

Honorary Norham Fellow

travis.fuchs@education.ox.ac.uk

LinkedIn Profile

About me

Travis T. Fuchs is an educational researcher and practitioner specializing in teacher professional development, school-based research, and environmental sustainability education. Through Fuchs Educational Research and Development, he partners with schools and educational organizations to build research capacity, design evidence-informed professional learning, and bridge academic research with school practice.

Travis’ research and development company is funded by a Mitacs Accelerate Entrepreneur Postdoctoral Fellowship at Brock University. He is also 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, which was shortlisted for Oxford’s 2026 Vice-Chancellor’s Local Community Engagement Award.

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. (2026). Recognising and addressing petro-pedagogy in the geography classroom. Geography, 111(1), 24-29. https://doi.org/10.1080/00167487.2026.2604987

Fuchs, T.T., Young, N., & Lenihan-Ikin, I. (2026). Climate change litigation as a tool for climate change education. Oxford Review of Education, 52(2), 235-254. https://doi.org/10.1080/03054985.2025.2597256

Fuchs, T.T., & Tan, Y.S.M. (2025). Supporting Socially Responsible Science Education through a three visions of scientific literacy framed learning study. International Journal for Lesson and Learning Studies, 14(4), 383-399. 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, 1-12. 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., Mortimer, P., Finnegan, B., & Talks, I. (2025). Right Here Right Now Global Climate Summit Educational Resources Pack. (2025). United Nations Human Rights and the University of Oxford. https://climate.web.ox.ac.uk/sitefiles/rhrn25-educationalresourcespack.pdf

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

Research Projects

Oxford Education Deanery Sustainability Team

Role: Researcher