This study aims to clarify the conceptual confusion surrounding teaching strategy, method, and technique concepts, which are associated with the psychological foundations of the curriculum in the field of Curriculum and Instruction, through the perspectives of educational scientists. The research is a qualitative study based on interviews with 13 educational scientists and employs a phenomenological design. Data were collected through semi-structured interviews and analyzed using content analysis. According to the research results, teaching strategy is defined as a general path and planning tool in the learning-teaching process, teaching method as a more specific structured path used in conveying course content, and teaching technique as a structure consisting of concrete and short-term applications that support the teaching method. It was determined that there is a hierarchical relationship among these three concepts (Theory › Approach › Strategy › Method › Technique), and that the concepts are related to the psychological and philosophical foundations of the curriculum. Appropriate and inappropriate uses of the concepts in the literature are explained with examples. It is concluded that the semantic and usage ambiguities between the concepts of teaching strategy, method, and technique need to be resolved for the correct application of these concepts in teaching processes.

Teaching strategy, teaching method, teaching technique, psychological foundations of curriculum, educational scientists' views