Creativity, the ability to produce novel and appropriate work, is one of humanity's most important traits. The concept applies to historic novelty, generating ideas and artefacts that arise for the first time in human history, and to individual novelty; ideas and artefacts new to the person who creates them. Despite its importance, creativity is not yet fully established as a mainstream topic in psychology and/or education research: neither does it hold a significant position in educational practice. In general terms, the authors support the view of National Advisory Committee on Creative and Cultural Education (NACCCE) that creativity education has a part to play in helping students meet the unpredictable demands of the future. Training students' creativity may contribute significantly to their flexibility, and their ability to handle changes in their working lives. They believe that each school subject should emphasise creativity, within an agenda reflecting the characteristics of each. In school science, this means reflecting the concept of "scientific creativity", leading to the fundamental question: will training students' scientific creativity contribute to their being more able to handle the challenges and uncertainties of their future lives? The science education community is not in a position to offer answers: as this paper will illustrate, engagement with creativity in school science is currently at a much lower level than is required even to begin approaching an answer. The authors therefore offer this paper as a step towards constructing a platform for generating deeper engagement with creativity in science education research, and thus starting the process of making answers possible. This paper has three main sections. In the first, the authors review common approaches to creativity in science education to illustrate that current interpretations of "creativity" are far removed from those needed to be meaningful in the above context. Next, they highlight psychological approaches that have received more systematic treatment, offering the beginnings of underpinning theory necessary for taking creativity in school science beyond the approaches described in the first section. Lastly, they summarise perspectives from the review and look for further routes towards making science education a contributor to developing students' creativity. The report concludes with a recommendation for a research agenda of tests and teaching material to develop specific aspects of creativity to make them more concrete and understandable. (Contains 1 figure and 2 notes.