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I, for one, intend to read the research, but I think this is another
example of the unquestioned usefulness of simulations in teaching
techniques. Whether it's flying an instrument approach, wiring a circuit,
or dissecting a worm, simulations are appropriate. My question relating to
your example, John, would be something along the lines of whether they are
building a mental model of the interaction between fields and moving
charged particles when they do simulations. I'm not saying they aren't,
any more than I'm saying they will reliably build those concepts with
actual circuits, rather asking how one is better than the other.
sk