The purpose of this review paper is to outline the constructivist approach to the notion of information from two perspectives. The first perspective explores the role of ‘constructed’ information in the ‘constructivist niche’ – a common name for the appropriate viewpoints in different science fields, such as cognitive and neuroscience, psychology, cybernetics and biology of cognition. The second perspective considers library and information science (LIS) papers in which information is treated as a constructed entity. This paper assumed the origin of the notion of information to be a construction as defined in the ‘constructivist niche’ that is based upon communication theory and cybernetics. Conversely, the origin of the notion of information as a construction as per LIS can be found in Bateson’s definition of information as a ‘difference which makes the difference,‘ as well as in the 1970s LIS definition wherein information is associated with the direction of a cognitive viewpoint, as in a ‘cognitive turn’. The study showed that ‘information as a construction‘, except in a few cases, did not play a significant role in the constructivist theories nor in LIS. LIS researchers reduce the concept of information to a subjective, socially-constructed entity which inherently results in different interpretations.

The aim of this study was to determine the extent to which certain socio-demographic features of the respondents, along with their level of computer self-efficacy and their attitudes (motivation) towards the use of digital media in class, can be regarded as predictors of constructivist learning. The research was conducted on a sample of eighth grade compulsory school pupils (N = 235). The results show that certain socio-demographic features are either not significant or are significant to a small extent in constructivist learning. The level of computer self-efficacy was a somewhat more significant predictor, especially in terms of the use of computer software and the internet. The most significant predictors are attitudes towards the use of digital media in classroom instruction and the benefits thereof for pupils, especially in the sense of the expectation of better learning outcomes. The results and the implications of the results are discussed in this paper.

Key words: digital media in classroom instruction, innovative learning, constructivist learning, compulsory education, computer self-efficacy, attitudes towards the media

The aim of this study was to examine the characteristics of the frequency of constructivist learning and its dimensions, including critical thinking, the differences in them with regard to certain demographic characteristics, and correlations with the frequency of use of certain new media in teaching students in the final grade of lower secondary education in Croatia (N = 703). The results show that students assessed a significantly higher incidence of critical thinking in relation to the other four dimensions of constructivist learning. In respect of every latent dimension of constructivist learning, (all) students with higher grade point averages are inclined towards a higher assessment of the frequency of the personal relevance of learning, critical thinking, and collaborative learning. Girls are more likely to highlight the personal importance of studying, critical thinking, and student negotiation, while there is no difference in the assessments regarding gender in the control of studying and the uncertainty of learning with new media. Students, regardless of where they live, assess the incidence of general constructivist learning equally, also in regard to each dimension, i.e. the personal relevance of learning, the uncertainty of learning (with new media), critical thinking, shared control, and collaborative learning. The frequent use of new media is associated with the increased incidence of all the dimensions of constructivist learning. An interpretation of the results indicates that critical thinking is by far the most prominent dimension of constructivist learning, whereby the gender of students and their grade point average are, to some extent, key factors in the differences in critical thinking, but also in most other dimensions of constructivist learning. This paper explains in detail the didactic implications of its research results.

Key words: new media, constructivist learning, critical thinking, secondary education, students