The learning styles neuromyth:when the same term means different things to different teachers

Alexia Barrable - ORCID: 0000-0002-5352-8330 https://orcid.org/0000-0002-5352-8330Although learning styles (LS) have been recognised as a neuromyth, they remain a virtual truism within education. A point of concern is that the term LS has been used within theories that describe them using completely different notions and categorisations. This is the first empirical study to investigate education professionals’ conceptualisation, as well as means of identifying and implementing LS in their classroom. A sample of 123 education professionals were administered a questionnaire consisting both closed- and open-ended questions. Responses were analysed using thematic analysis. LS were found to be mainly conceptualised within the Visual-Auditory-(Reading)-Kinaesthetic (VAK/VARK) framework, as well as Gardner’s multiple intelligences. Moreover, a lot of education professionals confused theories of learning (e.g., behavioural or cognitive theories) with LS. In terms of identifying LS, educators reported using a variety of methods, spanning from observation and everyday contact to the use of tests. The ways LS were implemented in the classroom were numerous, comprising various teaching aids, participatory techniques and motor activities. Overall, we argue that the extended use of the term LS gives the illusion of a consensus amongst educators, when a closer examination reveals that the term LS is conceptualised, identified and implemented idiosyncratically by different individuals. This study aims to be of use to pre-service and in-service teacher educators in their effort to debunk the neuromyth of LS and replace it with evidence-based practices.https://doi.org/10.1007/s10212-020-00485-236pubpub

<B>State and Recent Advances in Research and Design of Solar Chimney Power Plant Technology</B>

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Numerical modelling of GFRP reinforced thin concrete slabs

With the development of new glass fiber reinforced polymer (GFRP) bars for RC structures, their application extends simultaneously. The non-corrosive nature of GFRP bars enables maximal lowering of the concrete cover, thus making them very suitable as a reinforcement in thin RC plate elements. Such thin members are usually prefabricated and used as façade panels, pavement or components of sandwich panels. Along with experimental studies, the finite element (FE) numerical modeling represents very useful tool for assessing and predicting the structural member behavior. Proper choice of material constitutive models and strategy of concrete/bar bond implementation always presents challenge when dealing with numerical FE modelling of RC structures. This study considers FE modelling of thin GFRP RC slabs’ flexural behavior under three-point bending test setup. It uses direct bond approach, that is, explicit simulation of the bond-slip effect between concrete and reinforcing bars. For this purpose, the experimental bond-slip law was used, obtained from the pull-out test having the same GFRP bar, same concrete cover and similar concrete properties as simulated RC slab. Since the slab failed for concrete crushing, the study assesses the importance of concrete compressive model selection on the numerical analysis results. Two different models were employed in the numerical analysis, in combination with three FE mesh densities. The main differences between the models comprise post-peak capacity and mesh dependency. The FE modelling strategy developed in the study was shown successful in reproducing the experimental outcome. Both concrete models showed convergence tendency when refining the mesh, whereas only one of them succeeded to reproduce the experimental results