Concept Maps and Constructivism-Cont'd.

It is quite simple to relate this experience to constructivism in that the students were constructing their own knowledge of the construction of the bubbles by exploring and by being involved in an authentic, not to mention fun, learning experience with other students. Let us take it one step further and explore the idea of concept mapping with this experience.
Let us assume that we can find a book about bubbles on the kindergarten level-probably not hard to find. We read the book and get the students hooked, reminding them of their experience with the outside bubbles. From here, we offer the students, keeping in mind that they are in kindergarten, an example of a concept map (not using the term “concept map”), but more of a representation of one, of a bubble. We model our thinking processes as we construct the concept map. We then pick one of the details in our surface concept map, and we explore it further (of course keeping in line with state standards). We allow for the students to construct a map based on this detail using pre-made manipulatives so that the students can just get down the idea of a concept map. They work in small groups (the social part of constructivism), and they build on their experience of “playing” with the bubbles outside. This is only one example of how concept maps coincide with academic settings.
As can been gleaned from this short essay, I am a proponent of concept maps and the use of them to support constructivism. I consider myself a novice teacher, and maybe those of you who have been in the profession for a long time would try to convince me otherwise. Right now, I am sticking to my support of concept maps and constructivism.