The aim of this study is to take the reading of researchers’ academic papers in various fields of research as an element of teaching materials research, and to clarify the process of teaching materials development research involved in reading specialist papers in the specific research field of natural sciences, eliciting the researchers’ “authentic learning” from reading the papers, and translating the researchers’ study process into the learners’ “authentic practice”. For this purpose, an attempt was made to read a paper published by Koga et al. (1998) in the journal Thermochimica Acta, elicit the researchers’ “authentic learning” and, based on the perspective on materials development derived from this, plan the teaching process for transforming the researchers’ study process into learners’ “authentic practice”. As a result, the following three points were clarified as “authentic learning” of the researchers: (1) fundamental information on crystallization of noncrystalline calcium carbonate through thermodynamics and dynamics theory, (2) the fact that hypotheses and methods drawn from many previous studies are used as reference and sources of knowledge, (3) the fact that multiple experimental results are used as the grounds for the argument. Transferring the “authentic learning” of these researchers to the process of “learning” of students, the following two points elicited as important in the context of materials development conducted by science teachers: (a) students establishing their own hypotheses (including experimental methods and prediction of results) based on integration of content of learning so far, and (b) evaluating whether a number of valid grounds for argument are being used in discussion.