This article provides an overview of the diverse ways in which computational thinking has been operationalised in the literature. Computational thinking has attracted much interest and debatably ranks in importance with the time-honoured literacy skills of reading, writing, and arithmetic. However, learning interventions in this subject have modelled computational thinking differently. We conducted a systematic review of 81 empirical studies to examine the nature, explicitness, and patterns of definitions of computational thinking. Data analysis revealed that most of the reviewed studies operationalised computational thinking as a composite of programming concepts and preferred definitions from assessment-based frameworks. On the other hand, a substantial number of the studies did not establish the meaning of computational thinking when theorising their interventions nor clearly distinguish between computational thinking and programming. Based on these findings, this article proposes a model of computational thinking that focuses on algorithmic solutions supported by programming concepts which advances the conceptual clarity between computational thinking and programming.

本文概述了计算思维在文献中的各种操作方式。计算思维引起了很多人的兴趣，并且与历史悠久的阅读、写作和算术读写技能的重要性有争议。然而，该主题的学习干预以不同的方式模拟了计算思维。我们对 81 项实证研究进行了系统回顾，以检验计算思维定义的性质、明确性和模式。数据分析表明，大多数审查的研究将计算思维操作化为编程概念和基于评估框架的首选定义的组合。另一方面，大量研究在将其干预理论化时并没有确定计算思维的含义，也没有明确区分计算思维和编程。基于这些发现，本文提出了一种计算思维模型，该模型侧重于由编程概念支持的算法解决方案，从而提高了计算思维和编程之间的概念清晰度。