The accelerated advancement of Artificial Intelligence (AI) has greatly influenced science education pedagogical practices and currently redefining classroom interactions in the 21st century. This article explored how Artificial Intelligence (AI) can serve as a catalyst for pedagogical innovation in science teaching in Nigerian secondary schools. It reviewed the current pedagogical and digital environment of many schools, which is often constrained by limited technological infrastructure, unequal access to digital resources, and insufficient teacher preparedness for integrating modern technologies into classroom practice. These factors continue to influence the quality of science instruction and the pace of educational innovation. The paper also explored conceptual and practical pathways for incorporating AI into science pedagogy, highlighting the use of adaptive learning platforms, intelligent tutoring systems, virtual laboratory simulations, and data-informed assessment tools to support more interactive, inquiry-based, and learner-centred teaching. In addition, the article proposes a multidimensional framework that presents AI as a supportive instructional tool capable of improving lesson design, increasing student engagement, and enabling more personalized learning experiences while also providing valuable data to guide instructional decisions. Despite these opportunities, the deployment of AI in Nigerian secondary schools faces several challenges, including digital inequality, ethical considerations, policy gaps, and the cost of implementation. The article therefore emphasizes the importance of strategic policy support, improved digital infrastructure, and continuous professional development for teachers to ensure the effective and sustainable integration of AI in science education.