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Add English DGB 3 translation

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{{DISPLAYTITLE:DGB 3: Independent Information and Data Search}}
← [[DGB 3. Klasse/en|Digital Literacy – Year 3]]

Independent research starts before entering a search term. A clear question, well-chosen keywords, suitable source types, systematic comparison and transparent documentation help turn scattered search results into reliable working material.

== Curriculum reference ==

{| class="wikitable"
! Area !! Classification
|-
| '''Competence area''' || Information
|-
| '''Perspectives''' || T, I
|-
| '''Focus''' || Targeted and independent search for information and data
|-
| '''Competence''' || Plan and carry out searches for information and data using suitable strategies, select appropriate sources and compare and question the information found.
|}

== Learning objectives ==

Students can:

* turn a research topic into a clear search question;
* develop keywords, synonyms and relevant subject terms;
* use quotation marks and simple search operators deliberately;
* select source types appropriate to the question;
* check authorship, publisher, date and evidence;
* compare information from several sources;
* distinguish data, claims, opinions and interpretations;
* document sources and search paths transparently;
* revise a search strategy when results are weak or one-sided.

== Learning content ==

=== Clarifying the research goal ===

A broad topic should be converted into a question that can realistically be answered. The type of answer needed determines which sources and data are useful.

=== Developing suitable search terms ===

Keywords, synonyms, narrower terms and subject vocabulary improve search precision. Very long natural-language questions are not always the most effective search input.

=== Using search strategies and operators ===

Quotation marks can search for exact phrases; minus signs or site restrictions can narrow results where supported. Operators are tools, not guarantees of source quality.

=== Selecting appropriate sources ===

Official statistics, academic or educational institutions, specialist organisations, established journalism and primary documents serve different purposes. The best source depends on the research question.

=== Comparing information and data ===

Important claims should be checked across more than one suitable source. Differences may result from definitions, dates, samples or interpretation rather than from a simple right/wrong distinction.

=== Assessing reliability and credibility ===

Relevant criteria include identifiable authorship, transparent publisher, date, evidence, references, methods and separation of fact from opinion. A professional appearance alone is not enough.

=== Documenting and organising results ===

Record title, author or organisation, date, URL and access date where useful. Notes should make clear which statement came from which source.

=== Research in school and everyday life ===

The same research process can be used for a presentation, a purchase comparison, a health-information task or a current-affairs question, while the required source quality may differ.

== Classroom activities ==

=== Make research tasks precise ===

Turn broad topics into answerable questions and identify what data would be needed.

'''Expected outcome:''' A set of clear research questions.

=== Develop search terms ===

Create keyword groups with synonyms and subject terms for one research task.

'''Expected outcome:''' A search-term map.

=== Test search operators ===

Try several supported operators and record how results change.

'''Expected outcome:''' A brief search experiment.

=== Choose source types ===

Match questions with suitable source categories and explain why.

'''Expected outcome:''' A source-selection table.

=== Compare information ===

Check one factual claim across at least three suitable sources.

'''Expected outcome:''' A comparison with notes on agreement and differences.

=== Distinguish data and interpretation ===

Mark factual measurements, claims, opinions and conclusions in prepared material.

'''Expected outcome:''' A correctly labelled example.

=== Document the research path ===

Keep a short log of queries, useful sources and decisions.

'''Expected outcome:''' A transparent research log.

=== Evaluate source quality ===

Use a checklist to assess author, publisher, date, evidence and purpose.

'''Expected outcome:''' A completed quality check.

=== Solve a research task independently ===

Plan, search, compare, document and summarise one question.

'''Expected outcome:''' A short source-based answer.

=== Reflect on the process ===

Identify one strategy that improved the research and one that did not.

'''Expected outcome:''' A process reflection.

== Self-check ==

* I can formulate a precise research question.
* I can choose effective search terms and basic operators.
* I can select source types that fit the question.
* I can compare claims across sources.
* I can distinguish data, opinion and interpretation.
* I document my sources and research path.
* I can revise my strategy when results are not good enough.

== See also ==

* [[DGB 3: Personalisierte Suchroutinen/en|Personalised Search Routines]]
* [[DGB 3: Muster in Datendarstellungen/en|Patterns in Data Visualisations]]
* [[DGB 3: Daten Ursache Wirkung Vorhersagen/en|Data, Cause and Effect, and Predictions]]

[[Kategorie:Digitale Grundbildung]]
[[Kategorie:DGB 3]]

DGB 3: Informations- und Datensuche/en - Versionsgeschichte

Administrator: Add English DGB 3 translation