This research explores the transformative potential of Artificial Intelligence (AI) in high school Physics education at the National Polytechnic Institute in Mexico. The study’s primary objective was to examine how AI can enhance scientific argumentation and foster critical thinking skills among students, especially when integrated with hands-on experimentation. The methodology employed an exploratory approach, focusing on the guided and strategic use of AI tools, such as Padlet with integrated AI features. The study began with a survey to assess students’ prior AI use and perceptions, followed by specific physics activities designed to evaluate argumentation. Results reveal that the quality of argumentation is substantially strengthened when AI-generated information is not merely accepted but is rigorously validated through experimentation. This improvement is further evident when students thoughtfully complement AI data with their own independent search for reliable external sources or empirical observations. This finding underscores a crucial pedagogical need: to design and apply specific didactic strategies that can effectively guide students towards more autonomous thought and a significant improvement in their ability to construct well-justified arguments for physical phenomena, moving beyond superficial engagement with AI tools.