The Role of Creativity in a scientific process

As talked about in an earlier post, the similarity between science and creativity is more than you would initially think.

As Barrow (2010) stated in the article 'encouraging creativity with scientific inquiry', today creativity is usually linked with the humanities and arts. It is rarely linked with science. However he then goes on to explain how numerous scientists, e.g. Darwin and Isaac Newton, have all linked in many ways creativity with scientific discovery. I, myself would never think artists and scientists approached anything in the same way in their fields but after watching the YouTube video about the similarities between the artist and the scientist, their processes to their fields of work are similar.
As Barrow (2010) stated 'art can influence science discovery and vice versa'.
Merten, S (2011) also investigates the 'natural combination' of art and science. She states in her article 'Enhancing Science Education through Art' how scientists use creativity daily in what they do. They both share the 'common trait' that they are constantly asking questions, trying to find solutions, and wonder about the world they live in.

I agree with Barrow (2010) when he states that students' ideas on science are 'shaped' by their experiences in school. The investigations I remember doing are very much like how Barrow explains in the article: Investigations are short
They just seem to be conducted so that the teacher can prove/shown what has been studied. Usually very much like following a recipe.
Student usually does not understand why this investigation is being carried out.
How can a student express themselves creatively when what their doing is so structured?
I was never encouraged to ask questions, or follow my own instinct. Just to simply follow the textbook.
Students should be encouraged to ask more questions in things that they are interested in (Barrow 2010) and to investigate what this causes and it effects. This can be linked with the Leonardo effect - child led investigation into what they want to know and learn. I believe by instructing their own learning, and investigating something they have an interest in, children will learn more. They need to ask questions and find their own answers.
"Cschszentonhalyi and Penick consider question-posing and problem-finding are at the heart of originality; thereby, strongly associated with creativity". Barrow (2010).
The Leonardo Effect is a perfect way of doing this.

In America, the use of the 'four question strategy' is a good way of encouraging students to be creative, because it they can choose their approach, how they will collect the data and form their own conclusion, whilst feeling comfortable. Here in the UK, I do not feel there is enough space or time for students to be creative in science, therefore I do not feel the four question strategy will work. Some teachers are more concerned about all results showing the same thing and being right, rather than allowing students to do their own thing and ask questions about it.  

References

BARROW, L. Encouraging Creativity with Scientific Inquiry. Creative Education, Columbia, p. 1-6, June 2010.

MERTEN, S. Enhancing Science Education through Art. Creativity in Education , Arlington, v. 35, p. 31-25, October 2011.