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The purpose of this article is to examine the effects of STEM (Science, technology, engineering, and mathematics) education practices carried out at the primary school level in Turkey on various learning outcomes. The systematic review method was employed to accomplish this purpose. This study examined whether 30 comparisons from publications found through database searches and meeting the inclusion criteria revealed a significant difference. The analyses conducted led to a finding that STEM education used in primary schools had favorable and statistically significant effects on attitude towards STEM (f=6), academic achievement in a science course (f=5), 21st-century skills (f=2), interest in careers in STEM fields (f=2), scientific creativity (f=2), basic skills (f=2), entrepreneurial skills (f=1), social skill (f=1), reflections on the nature of science (f=1), STEM perception (f=1), and Scratch achievement (f=1). On the other hand, the study's findings showed that these practices did not produce a statistically significant difference in academic achievement in mathematics courses (f=1) and reflective thinking skills toward problem-solving (f=1). Additionally, the study's findings showed that 2 practices created a statistically significant difference in the positive direction on problem solving skills, and 2 practices did not create a statistically significant difference.

Life and death constitute a whole, and these concepts become increasingly important in the evaluation of life among middleaged adults. Therefore, this study investigated the correlation between individual levels of death anxiety and meaning in life in terms of certain variables such as gender, age, educational status, marital status, perceived level of devoutness, and witness to death. The sample consisted of 185 individuals (82 males, 103 females; aged 25–55 years) living in Istanbul, Turkey. The data was collected by using a Personal Information Form, the Death Anxiety Scale, and the Meaning in Life Questionnaire. The findings showed that, as the death anxiety and meaning in life subscale levels increased, the meaning in life levels decreased. In addition, it was found that death anxiety does not differ according to the following variables: age (25–35 and 35–55 years), educational status, marital status, perceived religious belief, and living with someone. The results also indicated that women tend to experience more death anxiety than men, and that individuals who witnessed the death of a close person generally feel more death anxiety than those who did not.