  This paper explores an intervention that emphasizes expert practice using
spaced recall. Interviews were performed with two students who were shown
physics solutions, and were asked to repeatedly recall the solutions over a
period of weeks. The students reflected that they became aware of the
importance of using the diagrams to create equations, as well as the utility of
reasoning over pure memorization. We believe that the structure of this
activity may be an effective way of encouraging expert practice to introductory
physics students.
