Abstract
In this paper, how specifically sense-making is shared intersubjectively in interactive discussions was examined from those using a picture book by second-grade elementary school students. Oral statements made by school children in two practices and their written statements made on a worksheet before and after the discussions were analyzed. The first practice indicated a possibility that the sense-making had been accumulated in Group 4 through its students' making statements with paying their attention to the connections between topics. Meanwhile, their argumentative attitudes were observed in the second practice. The analyses on discussions by Group 4 found the formation of intersubjective “Co-Creation Shared Items.” On the other hand, in discussions by Group 8 which were moved forward with obtaining a consensus, the students remained at the stage of “Individually Shared Items,” meaning that one student agrees to a statement made by another student during the process of his/her sense-making. In addition, a possibility was suggested that the formation of “Co Creation Shared Items” would encourage discussions and accordingly interpretations not made by individual students and various viewpoints could be obtained.
https://ror.org/03t78wx29 
