Can expert reasoning be taught?

Students working on a context-rich problem fall naturally into two groups. Teams above the line demonstrate expert-like behavior, in that they completed their qualitative analysis of the problem before accessing the relevant information and submitting a solution. Those teams below the line demonstrate novice-like behavior, in that they appear to read through as many resources as they can before attempting a solution and submit their analysis of the problem only after a solution has been recognized. Credit: Craig Ogilvie