This study examined the effects of paired summarization and individual summarization practices and the 3N learning model on learning levels and remembering. An empirical research design with pre- and post-test control groups was applied in the study, and 68 fourth-grade students attending a science and technology course in a primary school located in Central Black Sea region comprised the sample. There were 23 students in the first and second experimental groups, and 22 students in the control group. The students in the control group received lessons given with traditional teaching methods; the students in the first experimental group received lessons given with paired summarization and the 3N learning model; and finally, those in the second experimental group received lessons given with individual summarization and the 3N learning model throughout 27 hour-long lessons. The data was collected both pre- and post-intervention through an achievement test. Data was analyzed with the Mann-Whitney U test and Kruskal-Wallis H test. The study findings suggested a meaningful difference in favor of the experimental group in terms of total learning and remembering, and comprehension and application stages of the cognitive domain. In light of the study results, additional activities can be included in teaching as well as the 3N learning model and paired summarization method, and the efficiency of such activities can be examined for different lessons.