Concept learning in science and mathematics had often times been taught based on assumptions of alternative concepts or even in some instances based on misconceptions. Some educational researchers favour a constructivist approach in teaching science and mathematics. The constructivist literature existing makes use of alternative conceptions as well as the mode of student learning and the roles of the instructor. This article intends to show that the so-called traditional instruction can be improved by amending the strategies used to teach a topic. In this study the topic selected was "Electrolysis," as it was considered "difficult," and the methodology used was a quasi-experimental research design. This study showed that it was possible to improve science or mathematics instruction in the traditional direct-instruction mode using alternative strategies. (Contains 9 tables and 2 figures.)