本文以國立科學工藝博物館於 2015年 4月份所辦理之「明日世界--地球」3D列印展示活動為例，嘗試以自造者運動的概念來規劃活動，突破博物館動手做既定操作方式，透過 3D列印技術作為學習工具，強調動手實作，藉此探討在自造者風潮的引領下，作為南部最具規模的社教機構，長期耕耘科學教育並與產業界密切連結，透過活動的推出，將博物館動手做活動與自造者運動的精神結合，讓博物館在自造者運動的推展上成為跨越正式學習與非正式學習鴻溝的橋樑，創建一個在研究與實踐上兩個相關卻獨立概念的機會，為博物館展示教育活動的新方向。結論摘要如下 : 一、利用博物館展示做為本活動的中心主軸，對參與學員而言是不一樣的體驗，顯現博物館在自造運動的優勢在於可善用展場情境學習，這是與一般學校或坊間的創客空間最大的不同，以此突顯教育功能的差異性。二、以「主題」來規劃學習節目，詳細地列出學習節目，定位鮮明，有助於聚焦這類型活動的辦理。三、將「想、做、用」的學習經驗模式透過活動得到印證，讓學員的想像轉換成作品，抽象工程術語轉化為視覺化的三維模型繪製，學習者自然而然蛻變為創造者。四、跨學科整合，拓展學習新樣態的形成，以創新協同或合作的方式來推動新的學習經驗，擴大自造者運動的廣度。

With the 3D printing exhibition of “Tomorrow never knows” held by the National Science and Technology Museum (NSTM) in April 2015 as its subject, this case study creates an activity with the concept of maker movement. As an extension of the DIY activity of the NSTM, this study emphasizes the DIY aspects of its activity and uses 3D printing technology as a learning tool to encourage participants to combine content knowledge and practical applications. Through its planning and implementation, as well as evaluation and feedback, this study comes to the following conclusions: 1. The advantage of situated learning on the part of museums must be put into full play. It is difficult for common schools or even maker workshops to create an environment of situated learning. 2. Learning programs must be designed in line with a theme. 3. This study practices creative learning by “doing,” in which the learning experience pattern of “thinking, doing, and using” was verified through the implications of this activity. 4. Cross-disciplinary integration could be implemented to form new types of learning.