<p>This study aimed to analyze and compare the nature of science (NOS) aspects represented in the most recent editions of the International Baccalaureate Diploma Programme (IB DP) physics curriculum and the Turkish national physics curriculum. The Family Resemblance Approach (FRA) was employed as the theoretical framework for identifying and coding the NOS aspects, while epistemic network analysis (ENA) was used to model and compare the relational structure among these aspects across the two curricula. The findings showed that both curricula predominantly represented NOS through the cognitive-epistemic categories in the FRA, which reflects the global trend of underemphasizing the social-institutional categories of science in K-12 science curricula and textbooks. The Turkish physics curriculum concentrated its references to NOS in the scientific practices and social values of science categories. The most critical finding was the lack of any reference to the FRA’s social certification and dissemination category in the Turkish physics curriculum. The ENA results revealed that the IB DP physics curriculum offers a more holistic epistemic network structure by establishing strong connections between the aims and values of science and the scientific methodology. The social-institutional categories, on the other hand, were positioned on the periphery of the network and disconnected in both curricula. Overall, these findings indicated that the Turkish curriculum risks presenting physics as a narrowly framed discipline, detached from its institutional, ethical, and philosophical context, while the IB DP curriculum offered a more holistic epistemic network by establishing stronger connections between the aims and values of science and its methodology.</p>