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Recurrent Spinal Meningioma: A Case Report
최회정,팽성화,김성태,정용태 대한척추신경외과학회 2012 Neurospine Vol.9 No.3
Meningiomas are the second most common intradural spinal tumors accounting for 25% of all spinal tumors. Being a slow growing and invariably benign tumor, it responds favorably to surgical excision. In addition, spinal meningioma has low recurrence rates. However, we experienced a case of intradural extramedullary spinal meningioma which recurred 16 years after the initial surgery on a 64-year-old woman. She presented with progressive neurological symptoms and had a surgical history of removal of thoracic spinal meningioma 16 years ago due to bilateral low leg weakness. She underwent a second operation at the same site and a pale yellowish tumor was excised, which was histopathologically confirmed as meningothelial meningioma, compared with previously transitional type. she showed neurological recovery after the operation. We, therefore, report the good results of this recurrent intradural spinal meningioma case developed after 16 years with literature review.
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문제해결과정을 활용한 초등 과학 수행평가 도구의 개발과 적용4학년 2학기 "동물의 생김새" 단원에서
최회정,임채성,김은진 한국생물교육학회 2003 생물교육 Vol.31 No.4
In this study, the performance assessment tools using problem solving process in science were developed and applied to instruction. Then their effects were analyzed both quantitatively and qualitatively. The results of the research can be summarized as follows:First, the science attitudes of the experimental group showed more improvement in each step of science problem solving instruction than the control group, although not statistically significant. Attitudes toward science subjects instructed were improved statistically significantly among the categories of science attitudes. It is interpreted as results of making harmony of preexisting students' interests with difficulty levels of tasks. Second, several science process skills were not imporved significantly while the sub-skills of inferring, data interpretation, and drawing conclusion were increased significantly. The emphasis of these categories of inquiry skills in the instructions affected the results. Third, the understanding of science knowledge and its application was increased statistically significantly. It was interpreted that the students' abilities to apply science knowledge to the given problems were significantly increased through active participation in learning task across the whole range of performance of problem solving processes.
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과학 문제해결 과정을 활용한 초등 과학 수행평가 도구의 개발과 적용
최회정,임채성,김은진 부산교육대학교 과학교육연구소 2003 科學敎育硏究 Vol.28 No.-
In this study, the performance assessment tools using processes of solving problems in science were developed and applied to instruction, then their effects were analyzed both quantitatively and qualitatively. The results of the research can be summarized as follows: First, among the performance assessment tools developed in the study, the students' response formats were shown to be a useful method to understand collectively the processes and products of learning, and the students' appreciation toward it was also found to be positive. Second, in science instruction which proceeded through each step of science problem solving the science attitudes of the experimental group, although not statistically significant, showed more improvement than comparison one. Among the categories of science attitudes, 'attitudes toward science subject and the unit or topic studied' showed statistically significant improvement, which is interpreted as results of making harmony of preexisting students' interests with difficulty levels of tasks. Third, for overall several science process skills, there were no significant improvement. However, the subskills of inferring, data interpretation, and drawing conclusion were found to be increased significantly, which might be due to the frequency and depth of use of these skills in real instruction. Fourth, for aspect of the understanding of science knowledge and applying of it, there were statistically significant increase. That is, it was interpreted, through active participation in learning task across the whole range of performance of problem solving, that the abilities to applying science knowledge to the given problems were significantly increased.
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