The current study aimed to explore the content and methods appropriate for teaching materials by transforming a specialized scientist’s learning processes into a learning process of a student. This was achieved through analysis of the composition and construction of a research paper written by a specialized scientist, reading comprehension of associated research topics, and comprehension of basic concepts and theories in associate fields of science. The current study examined a paper entitled, “Genome Editing Using Site Specific Nucleases and its Application in Animals” (Yamamoto, Sakuma, Suzuki, and Sakamoto, 2014). We first organized the scientist’s learning processes into 4 stages. Then, by applying this scientist’s research processes onto a student’s learning processes, we considered teaching material development for “Basic Biology” in the high school science curriculum that aimed at deepening the understanding through investigational activities regarding organisms and genes and improving the skills of biological investigation. The strategy was also applied to “Advanced Biology” in the high school science curriculum that aimed at understanding of principles and applications of genetic technology. The learning processes that should be included in teaching in an actual classroom include (1) understanding of history of molecular biology, (2) understanding of the principles, safety, significance, and the current status of gene recombination and genome editing technologies, (3) experiments on gene recombination and genome editing, and (4) argumentation based on scientific evidence.