The current study aimed to attain implications for teaching material development by a science teacher, through a reframing of a specialized research paper into a “learning” process of a specialized scientist, followed by a further reconstruction into a learner’s “learning” process. We analyzed and investigated the perspectives necessary for teaching material development, through understanding the structure of a paper published in the Journal of Organometallic Chemistry, as well as interviewing with the author of the paper regarding the paper writing process. The result indicated that the process of learning of this specialized scientist was characterized by finding a research topic that led to new discoveries through conducting numerous experiments. The results indicated that the scientist focused on heuristic experiments from which he developed experiment plans and the next research topic by trial-and-error and condition control. If we were to place this “learning” process in the context of teaching material development of a science teacher, it is important to have a point of view that something new would be discovered by a student and something unexpected might occur. Although experiments in high school chemistry usually have prescribed results, experiments are new for the students. In addition, the current study elucidated the importance of a science teacher’s understanding of the creation process of “scholarly knowledge by a scientist” and its mechanism of transposition in his or her teaching material studies.