Drawing on the Family Resemblance Approach, this paper proposes the G-FRA framework to examine the representation of the Nature of Science in two Chinese senior high school geography textbooks using Epistemic Network Analysis. The results indicate that both textbooks exhibit network characteristics of tight internal connections within the cognitive-epistemic system, loose internal connections within the social-institutional system, and limited links between the two systems. Specifi cally, the Cognitive-Epistemic system centers on“geographical scientifi c knowledge”and “geographical scientifi c practice,”while the Social-Institutional system focuses on“geographical societal utility,”but the representations of“geographical professional activities”and“geographical social organizations and interactions”are weak. Based on these representational characteristics, this paper puts forward targeted teaching suggestions: incorporating inquiry activities on socioscientifi c issues, constructing ill-structured geographical contexts, and promoting cross-volume synergy, so as to enhance students’comprehensive understanding of the nature of geographical science.