I'm not all that sure what you are looking for, but John Cresswell's Qualitative Inquiry and Research Design (2013, Sage Pub) is VERY helpful for beginning researchers. He lays things out in step-by-step format. The index says he discusses constructivist grounded theory and constructivist/interpretivist research format. Joseph Maxwell's Qualitative Research Design: An Interactive Approach (Sage, 2013) discusses all kinds of concept maps.

Concept mapping is certainly used in all kinds of qualitative research, so I don't think you would need a specific source to justifies its use in a constructivist study.

In terms of how you would get started with concept mapping, there is a basic distinction between using a pre-defined set of concepts versus having each participant define their own. The first approach has the advantage of creating comparability across the items that are included in each map, while the second approach gives each person more freedom about how to express their thinking.

Once you have a set of concepts, the participant(s) place those concepts with regard to each other, and then draw links between the ones that have definite relationships between them. That is the "physical" process, but what you really want is insight into the underlying thinking behind any given map. This typically involves asking the participants both to "think aloud" while they construct the map, and to describe/discuss the map as a whole, once they complete it.

I will use the private email feature to send you a copy of a book chapter that describes this process in more detail, as it is used in focus groups.

Concept maps are very effective tools to achieve meaningful learning although it is fair to note that they by themselves will not achieve this purpose. To achieve meaningful learning is necessary to employ methods and conceptions of learning to put in a leading role to the student and the teacher in the role of lead , guide , guide learning this through methods that activate and stimulate the student to the search and construction of knowledge.

Concept maps present information to the student in a more organized way , with a graphic reference, answering developed by professors and experts in a branch of knowledge cognitive structures.

Concept maps provide students with the ideal component graph to facilitate the construction of knowledge from related cognitive structures that have developed have developed with other people ( experts , teachers, students).

In general , concept maps should represent cognitive structures of thought as logical propositions , these propositions are but interrelated concepts connected by a linking word. Any statement that is not a proposition, it would be wrong to include in a concept map. When trying to make a concept map should analyze knowledge, and develop a tree hierarchy among the various concepts that make up the content to build the basis of this map.