Introduction: What is meant by the need for education to rest on a scientific basis? According to Skolverket is at the heart of successful school development in education on scientific basis and proven experience. Theoretical starting points: In this section I will highlight the theoretical concepts that include in the work on the scientific basis. The theoretical concepts are: research-based approach, scientific basis, evidence, knowledge, systematic quality work, collegial learning, lifelong learning. Previous research: In this section I will explain what the research says that education should rest on a scientific basis. Then describe what the research says about school development. Then summarize Fröbels pedagogical philosophy and finally summarize the curriculum theory of the preschool. Forskningen säger att Purpose and issues: The purpose of this essay is to seek answers to what it means to preschool shall rest on a scientific basis and how to apply this to the business. Methods: The study is based on a qualitative data collection. The choice is based on the qualitative method is more appropriate for my study because the research question is about examining how preschool teachers perceive meaning with a scientific basis and how they understand their activities in relation to school laws and curriculum. Results: The result showed that preschool teachers experienced a lack of time, support from preschool managers and too little training. Also, the difficulty of transturning research into practice. Discussion: In the discussion section I discuss what came up in the results linked to previous research. I am debating that the results showed that in preschool It becomes more focus on the organizational, that the business will go around and work, instead of focusing on pedagogical issues and how to work research-based. Keywords: research-based approach, scientific basis, evidence, knowledge, systematic quality work, collegial learning, lifelong learning

Denna masteruppsats syftar till att bidra med kunskap om lärares lärande och undersöka deras användning av kulturella redskap i en aktionsstudie. I studien undersöks processen i ett arbetslag där universell design för lärande (UDL) presenteras och diskuteras som en möjlig stödstruktur för undervisningen i form av en aktionsstudie. Målet med den är att bidra med kunskapsbildning om hur undervisning kan planeras och utformas med hjälp av den systematik UDL bidrar till.  För att kunna besvara studiens frågeställningar genomfördes en aktionsstudie med tre lärare på en F–6 skola. Studien är genomförd med en kvalitativ metod där loggboksanteckningar från aktionsstudiens sessioner utgör en del av empirin, åtföljd av enskilda, reflekterande intervjuer. Deltagarna undervisade två klasser i ett tre–lärarskap på ett mellanstadium och diskuterade och reflekterade över texter och filmer om universell design för lärande (UDL) under sex sessioner.   Resultaten från aktionsstudien visar hur språket och kommunikationen förändrades under sessionerna, vilka möjligheter och hinder för implementeringen av UDL som identifierades och inställningen till forskningsbaserade arbetssätt utkristalliserades. Hur deltagarna använde sig av kulturella redskap i sitt eget lärande likväl som i sin undervisning framkommer också som ett resultat av denna studie. / This master thesis aims to contribute with knowledge about teachers´ learning and investigate their use of linguistic tools in an action research study. In this, where UDL is presented and discussed as a possible scaffolding structure, the process in a team of teachers at a middle school is investigated. The aim of the action research study is to create knowledge about how the systematic work with UDL can contribute to the planning and forming process of teaching.   In order to answer the research questions in the study, an action research study was conducted with three teachers at a middle school. The study is conducted with a qualitative method, in which field notes from the sessions in the action research study is one part followed by separate, reflective interviews with the participating teachers. The participating teachers were teaching in two classes in a grade at a middle school and have during six sessions discussed and reflected on texts and films about Universal Design for Learning (UDL).   The results from this action research study showed how the use of language and communication changed during the sessions, which possibilities and obstacles could be identified in implementing UDL and how the attitude towards research based approaches could be seen. How the participants used sociocultural tools in their own learning as well as in their teaching can also be seen as a result of this study.