What would justify this claim?
| English | 中文 | Pinyin |
|---|---|---|
| claim/kleɪm/ | 主张 | zhǔ zhāng |
| evidence/ˈevɪdəns/ | 证据 | zhèng jù |
| sample/ˈsæmpl/ | 样本 | yàng běn |
| correlation/ˌkɒrɪˈleɪʃn/ | 相关关系 | xiāng guān guān xì |
A claim in your feed
- A post says, “Students learn better when every lesson uses a video.” This claim 主张 goes beyond the one classroom shown in the post.
- Before agreeing, ask what “learn better” means. A higher test score, a better explanation and stronger interest are different outcomes.
Evidence has a job
- Evidence 证据 should support the exact claim. A survey of student preferences can show what students like; it does not by itself show what they learn.
- Compare classes using a relevant learning measure. Check whether the groups studied the same content and had similar starting points.
Which measure best tests the claim that videos improve understanding of forces?
An explanation task measures the stated learning outcome more directly than popularity.
Who was included?
- A sample 样本 drawn only from a video club may favour videos. Ask who was included, who was left out and whether that matters.
- A large sample does not remove a weak measurement or an unfair comparison. Size and quality answer different questions.
A large sample automatically removes selection bias.
Selection bias concerns how the sample was chosen; a larger biased sample can remain biased.
Consider another explanation
- The video class may also have had a different teacher or more revision time. A correlation 相关关系 between videos and scores does not establish cause.
- Look for a comparison that changes the use of videos while keeping other important conditions similar. Explain the limits that remain.
Video users score higher, but they also revise for longer. What is the most careful conclusion?
The observed groups differ in another factor that could affect scores.
Make a careful conclusion
- Replace “Videos always improve learning” with a conclusion whose scope fits the evidence. State the learners, task and measure that were studied.
- In TOK, connect the example to how knowledge is justified. Naming “bias” is only a start; explain how it changes what the evidence can support.
Which conclusion best fits evidence from one class?
The conclusion states the setting and outcome instead of extending beyond the evidence.
Match each term to its role in this lesson.
The distinctions help you explain your decisions clearly.
Which checks help evaluate the video-learning claim?
Choose actions supported by the evidence and the purpose of the task; reject shortcuts that hide limitations or invent information.
A preference survey finds that 80% of students like videos. This supports a claim about preference, not a claim that videos cause better understanding.
A precise percentage can still describe a biased sample or the wrong outcome.
Compare a claim with the exact evidence offered for it. Check the measurement, sample and competing explanations before drawing a conclusion.