Computational Thinking (CT) through programming attracts increased attention as it is considered an ideal medium for the development of 21st century skills. This intense attention leads to K-12 initiatives around the world and a rapid increase in relevant research studies. However, studies show challenges in CT research and educational practice. In addition, the domain has not been mapped to facilitate comprehensive understanding of the domain challenges and development of CT curricula. The purpose of this study is to develop a conceptual model based on a systematic literature review that maps the CT through programming in K-12 education domain. The proposed Computational Thinking through Programming in K-12 education (CTPK-12) conceptual model emerges from the synthesis of 101 studies and the identification of CT Areas. The proposed model consists of six CT Areas (namely Knowledge Base, Learning Strategies, Assessment, Tools, Factors and Capacity Building) and their relationships. The model could aid domain understanding and serve as a basis for future research studies. In addition, it could support the integration of CT into K-12 educational practices, providing evidence to educational stakeholders and researchers as well as bringing closer research, practice and policy.

通过编程进行计算思维（CT）引起了越来越多的关注，因为它被认为是21世纪技能发展的理想媒介。这种高度关注导致了全世界的K-12计划以及相关研究的迅速增加。但是，研究表明，CT研究和教育实践面临挑战。此外，尚未映射该领域以促进对领域挑战和CT课程开发的全面理解。这项研究的目的是基于系统的文献综述来开发概念模型，该文献通过在K-12教育领域中进行编程来绘制CT图像。拟议的K-12教育中通过编程进行的计算思维（CTPK-12）概念模型来自101项研究的综合和CT区域的确定。提议的模型包括六个CT领域（即知识库，学习策略，评估，工具，因素和能力建设）及其关系。该模型可以帮助领域理解，并为将来的研究奠定基础。此外，它可以支持将CT整合到K-12教育实践中，为教育利益相关者和研究人员提供证据，并进一步开展研究，实践和政策。