Computational thinking is well-known in computer science and is currently entering the field of education. Due to changes in the private and professional life by modern technologies all students are with increasing relevance expected to possess sufficient knowledge in computer-related problem-solving (e.g. Fraillon et al., 2014). The acquisition of key competences related to this assumes an enhancement of knowledge in learning as well as computational thinking processes. Although many concepts for computational thinking education have been created (e.g. Barr & Stephenson, 2011; Krauss & Prottsman, 2017), in fact, an evidence-based competence model is not yet available, thereby it represents a significant desideratum.
Considering these aspects, the contribution at hand aims to contribute to this and focuses on the construction and investigation of a model, taken theoretical aspects and the current state of research into account. The principle of this procedure is to break down the term and construct of ‘computational thinking’ to core elements by working with a literacy approach and presuppose that computational thinking can only be implemented in lessons in a competence-oriented way referring to an evidence-based approach to computational thinking as a key competence of the 21st century. Starting from this, the research presented in this paper describes and explains preliminary work in the context of the preparation of IEA-ICILS 2018 (International Computer and Information Literacy Study). In this context, the authors of this paper are involved as members of the national study center in Germany, which is among other countries taking part in this international study.