Abstract:

This paper presents a two-semester instructional intervention integrating MATLAB-based numerical simulation as the central pedagogical tool in a physics course sequence for engineering students. The study involved two consecutive cohorts (N≈90 each) in a curriculum that coherently links mechanics, thermodynamics, and electromagnetism with complementary modules in applied mathematics and computation.

Students developed, implemented, and refined custom MATLAB scripts to simulate complex physical systems not typically solvable in closed form. These included multi-dimensional particle dynamics (using Euler-type methods), numerical quadrature for continuum properties, energy transfer in thermal systems, and electrodynamic interactions. The instructional emphasis was on selecting, adapting, and justifying numerical methods based on the underlying physics, rather than applying predetermined algorithms.

Analysis of project artifacts, simulations, and assessments across both cohorts indicates a marked progression in students' ability to formulate physical models, design appropriate numerical strategies, interpret computational output, and connect simulation behavior to theoretical principles. The findings indicate that sustained, context-rich integration of numerical simulation fosters deeper conceptual understanding and enhances computational thinking and flexible problem-solving skills in physics education.

Keywords:

Higher education, Numerical Methods, STEM education, Challenge Based Learning.