ABSTRACT The concept of attitude toward soil is emerging, with a slim choice of scales available to collect hard data. There is also a dearth of standard scales to acquire precise data on students’ knowledge of soil. Therefore, the objectives of the present study were: (1) to devise appropriate scales to quantify theoretical soil knowledge and attitude toward soil, and (2) to quantify the effect of laboratory studies and fieldwork on students’ theoretical soil knowledge and attitude toward soil. The […]