ABSTRACT
Almost all database teaching approaches are based on the assumption that students or designers have a clear idea of the domain, its concepts, and the needed functionality. In our experience, we discovered this is a huge assumption that fails frequently. In professional database development database design is performed using artifacts produced from requirements analysis, but it is very common to ¥nd out that speci¥cations are not clear and, sometimes, just do not exist at all. Domain experts may be very vague when they describe the domain and do not use the proper terms of database
Introduction ................................................................................................... 277 ˜eories to Improve Concept Formation: Brief Survey ............................279 Extending the Database Design Process .....................................................281
