Global Journal of Human Social Science, G: Linguistics and Education, Volume 22 Issue 4

participatory teaching methods learners create meaning of what they learn through active participation in the teaching and learning process (Emsheimer & Mtana, 2004). This thinking is based on the constructivist learning theories developed by Piaget (1970), Vygotsky (1978) and Bruner (1996). Since constructivism implies that knowledge is constructed by the individual, it has prompted the development of teaching/learning situations which stress and encourage participation of learners in the teaching and learning process. In Participatory approach, students are encouraged to work together with fellow student either in pairs, small groups, or in whole groups for collective participation. Participatory such as role play, rhyming together, expressiveness of words or sentences, singing together, fantasy release and other functional exponent using. The primary requirement of progressive education, as Jean Piaget says, is to ensure a diversified methodology based on combining independent learning and work with cooperative, group and interdependent work. At the same time, didactic methods are action plans with a (self) regulating function (a set of operations that are carried out in order to achieve a goal) and ways of acting (action strategies through which the student reveals the essence of phenomena, processes, events). To achieve higher efficiency of education is necessary to use a combination of several methods. They should also include participative methods. Participative methods assume a high degree of student activities. Their advantage is that they support better remember learned. Lecture prefer the content of learning, participative methods prefer the procedural aspect. Students can be activated using a combination of various participative methods such as group work, brainstorming, case studies, role playing, management games, and so on. An important part of this method of teaching is to provide feedback and evaluation of activities. In participatory approach, the role of a facilitator is one of importance; and to make the approach collaborative enough, the role of a facilitator should be rotated. However, the facilitator’s role should be moderated in such way that the facilitator will not dominate group meetings when he/she is of some expertise in the area being discussed. The elements of creativity must always be present. Disputes are important aspect of participatory teaching and learning processes. Shen et al. (2004) therefore emphasized that teachers should carefully review students ‟ solutions presented to the class ahead of scoring to avoid disputes. The opportunities given to students such as disputing solutions and reading or observing colleagues solutions in a participatory lesson provide them with opportunities to view subjects or course from more than one perspective of importance (Shen et al. , 2004). Participatory learning is not like seeking an expert view but it is an evolving process that makes use of more than one instructional approach (Landcare Research, 2002). There are many different views about the nature and purpose of education for sustainability and many of the issues that threaten sustainability are controversial (see, for example, Jickling & Spork, 1998). As Payne (1999) explains, the implications of post-modern thinking for the sort of debate that surrounds the controversies of sustainability are important for formal education. The methodology described here provides a realistic alternative to universalist world-views and helps to relate to pluralist ideas where knowledge and the solution of problems is considered to be influenced by culture and context, arguing against the notion that every genuine question has only one true answer (see, for example, Berlin, 1969). Volume XXII Issue IV Version I 42 ( ) Global Journal of Human Social Science - Year 2022 © 2022 Global Journals G ‘Participatory’ Pedagogical Approach in Teaching and Learning for Sustainable Educational Goals Figure 1: Showing the Participatory approach will lead to Constructivism in relation to various (cognitive domains; Problem posing-self reflection- problem solving-critical thinking- creative thinking)