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Some researchers suggest that information is a form of matter, calling it the fifth state of matter or the fifth element. Recent results from the general theory of information (GTI) contradict this. This paper aims to explain and prove that the claims of adherents of the physical nature of information are inaccurate due to the confusion between the definitions of information, the matter that represents information, and the matter that is a carrier of information. Our explanations and proofs are based on the GTI because it gives the most comprehensive definition of information, encompassing and clarifying many of the writings in the literature about information. GTI relates information, knowledge, matter, and energy, and unifies the theories of material and mental worlds using the world of structures. According to GTI, information is not physical by itself, although it can have physical and/or mental representations. Consequently, a bit of information does not have mass, but the physical structure that represents the bit indeed has mass. Moreover, the same bit can have multiple representations in the form of a physical substance (e.g., a symbol on a paper or a state of a flip-flop circuit, or an electrical voltage or current pulse.) Naturally, these different physical representations can have different masses, although the information is the same. Thus, our arguments are not against Landauer’s principle or the empirical results of Vopson and other adherents of the physical nature of the information. These arguments are aimed at the clarification of the theoretical and empirical interpretations of these results. As the references in this paper show, recently many publications in which it is claimed that information is a physical essence appeared. That is why it is so important to elucidate the true nature of information and its relation to the physical world eliminating the existing misconceptions in information studies. Full article

This paper addresses questions about the use of metacognitive strategies in argumentative writing based on multiple sources and the influence of this use on the quality of student texts. For this purpose, think-aloud protocols and texts from a research project on material-supported argumentative writing in 8th grade geography lessons are analyzed and discussed. The analysis is based on a model of metacognition in argumentative writing using multiple sources, which we also propose in this paper. The results show that the use of metacognitive strategies is a challenge for the investigated target group but that their use, in particular the deployment of goal-setting strategies and planning strategies, enables students to write better texts. Full article