The Puzzle method in vocational guidance during high school, students' experiences

Abstract

Vocational guidance is an important support for high school students during the complex process of choosing a career; however, the predominant model of vocational guidance forces students to assume a passive role as receivers of information. Faced with this problem, this paper analyzes the experiences of high school students who participated in a vocational guidance workshop using the active puzzle methodology. For this, the research was based on the qualitative paradigm, specifically on phenomenology. The data presented were obtained through interviews with 6 students in the fifth semester of high school, who attended the vocational guidance workshop. Among the results, it stands out that students showed positive attitudes towards the workshop by increasing interactions between them, which allowed a better understanding of the careers to which they aspired and the universities that teach them.